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

Author

Listed:
  • 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)

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.

Suggested Citation

Handle: RePEc:cvp:pedagi:v:2:y:2023:i:1:id:15
DOI: 10.69821/constellations.v2i1.15
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