Classroom Environment for Children with Disabilities in Kenyan Preschools

Autor/inn/en	Dombrowski, Eileen; Sitabkhan, Yasmin; Kilonzo, Tabitha N.
Titel	Classroom Environment for Children with Disabilities in Kenyan Preschools
Quelle	In: International Journal of Inclusive Education, 27 (2023) 2, S.241-256 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dombrowski, Eileen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1839795
Schlagwörter	Foreign Countries; Classroom Environment; Students with Disabilities; Preschool Education; Interaction; Peer Relationship; Teacher Student Relationship; Teacher Characteristics; Individualized Instruction; Teacher Attitudes; Faculty Development; Inclusion; Affective Behavior; Kenya (Nairobi); Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Ausland; Klassenklima; Unterrichtsklima; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Pre-school education; Vorschulerziehung; Interaktion; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Individualisierender Unterricht; Lehrerverhalten; Inklusion; Affective disturbance; Active behaviour; Affektive Störung
Abstract	This study examines the classroom environment for students with disabilities in five pre-primary classrooms in Nairobi, Kenya. Creating an analytical framework based on CLASS, a classroom observation tool, we looked at the types of interactions children with disabilities had with their teachers and peers, using classroom observations and teacher interviews. The majority (63%) of interactions had a positive emotional tone for students with disabilities, and most (54%) were focused on instructional support. Teachers with more than three years of teaching experience had more positive emotional tone interactions and a higher incidence of instructional support. All five teachers displayed an effort to differentiate their instruction, and all teachers expressed an interest in additional training to help them support students with disabilities. Though a small sample, this finding suggests a counter-narrative to the assumption that teachers, particularly in sub-Saharan Africa, are not motivated to teach children with disabilities within mainstream classrooms. The sampled teachers were enthusiastic about teaching kids with disabilities and were building a warm, welcoming classroom environment through their daily interactions with these children. This created a strong foundation that teachers can build on, with support and training, to continue to differentiate instruction for children with disabilities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01