Cargando…

Investigating barriers teachers face in the implementation of inclusive education in high schools in Gege branch, Swaziland

BACKGROUND: The kingdom of Swaziland is a signatory to policies on universal education that ensure high quality basic education for all. Education for All is a commitment to provide equal opportunities for all children and the youth as provided for in the country’s constitution of 2005. The tone for...

Descripción completa

Detalles Bibliográficos
Autores principales:	Zwane, Sifiso L., Malale, Matome M.
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	AOSIS 2018
Materias:	Original Research
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6295749/ https://www.ncbi.nlm.nih.gov/pubmed/30568910 http://dx.doi.org/10.4102/ajod.v7i0.391

Ejemplares similares

Barriers general education teachers face regarding the inclusion of students with autism
por: Al Jaffal, Mohammed
Publicado: (2022)

The influence of school inclusive education climate on physical education teachers’ inclusive education competency: The mediating role of teachers’ agency
por: Xue, Rui, et al.
Publicado: (2023)

Attitudes of Primary School Teachers Toward Inclusive Education
por: Radojlovic, Jasmina, et al.
Publicado: (2022)

Inclusive Education in Primary and Secondary School: Perception of Teacher Training
por: Triviño-Amigo, Natalia, et al.
Publicado: (2022)

Challenges and successes in the implementation of option B+ to prevent mother-to-child transmission of HIV in southern Swaziland
por: Etoori, David, et al.
Publicado: (2018)

The Pyrazolyl-Urea Gege3 Inhibits the Activity of ANXA1 in the Angiogenesis Induced by the Pancreatic Cancer Derived EVs
por: Belvedere, Raffaella, et al.
Publicado: (2021)

Implementation of Integrated Disease Surveillance and Response (IDSR) in Swaziland
por: Shongwe-Gama, Siphiwe M., et al.
Publicado: (2018)

Effects of financial incentives for treatment supporters on tuberculosis treatment outcomes in Swaziland: a pragmatic interventional study
por: Kliner, Merav, et al.
Publicado: (2015)

A Comparative Cost Analysis of Antibiotic Treatment for Community Acquired Pneumonia (CAP) in Adult Inpatients at Piggs Peak Government Hospital in Swaziland
por: Zwane, Sifundo P., et al.
Publicado: (2018)

Diabetic retinopathy in Swaziland
por: Burn, Helen, et al.
Publicado: (2015)

Teachers’ Mental Health and Their Involvement in Educational Inclusion
por: Salinas-Falquez, Silvia, et al.
Publicado: (2022)

Suicidal ideation and associated factors among school going adolescents in Swaziland
por: Almansour, Aseel M, et al.
Publicado: (2017)

Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program
por: Chen, Yu-Lun, et al.
Publicado: (2021)

Education for all in action: Measuring teachers’ competences for inclusive education
por: Vantieghem, Wendelien, et al.
Publicado: (2023)

Inclusive physical activity games at school: The role of teachers’ attitude toward inclusion
por: Gentile, Ambra, et al.
Publicado: (2023)

The impact of teacher preparation on preservice teachers' attitudes toward inclusive education in Qatar
por: Hassanein, Elsayed E.A., et al.
Publicado: (2021)

The pyrazolyl-urea GeGe3 inhibits tumor angiogenesis and reveals dystrophia myotonica protein kinase (DMPK)1 as a novel angiogenesis target
por: Meta, Elda, et al.
Publicado: (2017)

Spanish Physical Education Teachers’ Perceptions about Their Preparation for Inclusive Education
por: Rojo-Ramos, Jorge, et al.
Publicado: (2022)

Registered nurses’ perspectives on barriers of cervical cancer screening in Swaziland: a qualitative study
por: Mkhonta, Siphiwesihle Sibonisiwe, et al.
Publicado: (2021)

Why teach sexuality education in school? Teacher discretion in implementing comprehensive sexuality education in rural Zambia
por: Zulu, Joseph Mumba, et al.
Publicado: (2019)

Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?
por: Werner, Shirli, et al.
Publicado: (2021)

Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education
por: Rojo-Ramos, Jorge, et al.
Publicado: (2022)

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students
por: Magyar, Andrea, et al.
Publicado: (2020)

Influence of Social Support on Teachers' Attitudes Toward Inclusive Education
por: Desombre, Caroline, et al.
Publicado: (2021)

A Review of Teachers' Sentiments and Attitudes in Inclusive Education in China
por: Yang, Min, et al.
Publicado: (2021)

Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme
por: Nantongo, Proscovia S.
Publicado: (2019)

Identification of misdiagnosed HIV clients in an Early Access to ART for All implementation study in Swaziland
por: Khan, Shaukat, et al.
Publicado: (2017)

African Tickbite Fever in Travelers, Swaziland
por: Oostvogel, Paul M., et al.
Publicado: (2007)

Teacher attitudes toward inclusion of students with disabilities in Jeddah elementary schools
por: Alsolami, Abdulaziz, et al.
Publicado: (2023)

To be or not to be an inclusive teacher: Are empathy and social dominance relevant factors to positive attitudes towards inclusive education?
por: Navarro-Mateu, Diego, et al.
Publicado: (2019)

Challenges primary teachers face when making inclusive EFL classes for dyslexia students : /
por: Ayala Gilbon, Abril Nesdith
Publicado: (2018)

Future teachers facing the use of technology for inclusion: A view from the digital competence
por: Méndez, Vicente Gabarda, et al.
Publicado: (2022)

A mixed method investigation of teacher-identified barriers, facilitators and recommendations to implementing daily physical activity in Ontario elementary schools
por: Martyn, Lauren, et al.
Publicado: (2022)

Correction: Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?
por: Werner, Shirli, et al.
Publicado: (2022)

Special Education Major or Attitudes to Predict Teachers' Self-Efficacy for Teaching in Inclusive Education
por: Alnahdi, Ghaleb H., et al.
Publicado: (2021)

Teacher Evaluation of an Experiential Vegetable Education Program for Australian Primary Schools: Does Face-to-Face Training Add Value above Digital Training?
por: Poelman, Astrid A. M., et al.
Publicado: (2021)

School-based girls' clubs as a means of addressing sexual and gender-based violence in Swaziland
por: Manzini-Henwood, Cebile, et al.
Publicado: (2015)

Constructing inclusive teacher identity in a Finnish international teacher education programme: Indonesian teachers' learning and post-graduation experiences
por: Zen, Satia, et al.
Publicado: (2023)

EFL teachers' perceptions and attitudes regarding inclusive education in regular classrooms: /
por: Bretón Velasco, Karla Janette
Publicado: (2015)

Inclusive Culture in Compulsory Education Centers: Values, Participation and Teachers’ Perceptions
por: Valle-Flórez, Rosa-Eva, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_3j9a2innufrkbd6m7lfihv306v