Teacher training for inclusive education of students with hearing disabilities in the Angolan context

Joana Paula de Carvalho Rangel, Ibis Marlene Alvarez Valdivia and Andy Morodo Horrillo
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Joana Paula de Carvalho Rangel: Autonomous University of Barcelona, Barcelona, España
Ibis Marlene Alvarez Valdivia: Autonomous University of Barcelona, Barcelona, España
Andy Morodo Horrillo: Autonomous University of Barcelona, Barcelona, España

Pedagogical Constellations, 2023, vol. 2, issue 1, 48-61

Abstract: This study developed a training proposal to prepare teachers at Amílcar Cabral School for inclusive education of students with hearing disabilities. Sixty-six participants (35 women, 31 men) were involved using a mixed-methods approach and participatory action research methodology. Data collection included administering a 14-item evaluation questionnaire to 15 teachers and a perception questionnaire to 50 students, along with an in-depth interview with the school’s pedagogical director and a comprehensive documentary review. Quantitative data were analyzed using SPSS, which facilitated factorial analysis of the construct. The reliability of the teachers' questionnaire was assessed with a Cronbach’s Alpha of 0.700. For the students' questionnaire, the Alpha was 0.761 for the "Emotional Well-being" factor and 0.561 for "Social and Academic Inclusion." Preliminary results highlight an urgent need for specialized training in inclusive education strategies to effectively support students with hearing disabilities.

Keywords: Teacher training; inclusive education; hearing disability; education; pedagogy (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:cvp:pedagi:v:2:y:2023:i:1:id:15

DOI: 10.69821/constellations.v2i1.15

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