Dromor Tackie-Yaoboi | University Of Education, Winneba (original) (raw)
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Papers by Dromor Tackie-Yaoboi
Cambridge Journal of education, Jan 1, 2001
In this paper we trace the development of policy and legislation since 1994, which marked the int... more In this paper we trace the development of policy and legislation since 1994, which marked the introduction of a unitary non-racial system of education and training in South Africa. Policy development in this context has been guided by the universal principles of a human right to basic ...
… of Special Education, Jan 1, 2001
The establishment of an inclusive education system in South Africa will require the development o... more The establishment of an inclusive education system in South Africa will require the development of appropriate support services at both a school and district level. Recent policy documents in South Africa propose that such a support system should take a systemic approach utilising district support teams that focus on management and personnel support rather than providing direct face to face interventions for individual learners. This paper discusses the development of a support program that is based on research findings regarding the aspects of inclusion that mainstream class teachers in South Africa find most stressful and how they best cope with this stress. It is posited that by addressing the specific stressors associated with inclusion teachers will have an enhanced sense of efficacy and be more enthusiastic about participating in inclusive classrooms.
European Journal of Special …, Jan 1, 2005
The aims of the research were to identify the environmental factors that relate to the work of re... more The aims of the research were to identify the environmental factors that relate to the work of regular school teachers who have students with special needs in their classroom, and to find out the correlation between these factors and teacher burnout. A total 330 primary school teachers filled in a questionnaire that had three parts: (1) personal background data; (2) the Friedman's burnout questionnaire; and (3) environmental features typical of the work of school teachers that include students with special needs in their classroom, in four areas: psychological features, organizational, structural and social. Results show that the background data that related significantly to burnout was teachers' attitudes towards inclusion. The more positive the attitude was, the more the teacher experienced burnout in the category of self-fulfilment. This finding was contrary to the hypothesis of the research. Two other background variables were found to relate to the de-personalization aspect of burnout, teaching higher-grade students and having an additional administrative role in school. Two other findings that were found to correlate with higher burnout rates were the number of students with special needs in class (more than 20%) and very little assistance provided to the teacher. Three environmental factors were found to have negative correlation with burnout: the organizational factor, the psychological and the social, with the latter being the most significantly negatively correlated with burnout-i.e. the less social support the teacher experienced, the higher was her level of burnout.
Disability & Society, Jan 1, 2008
... Corresponding author. Email: umesh.sharma@education.monash.edu.au Page 2. 774 U. Sharma et al... more ... Corresponding author. Email: umesh.sharma@education.monash.edu.au Page 2. 774 U. Sharma et al. ... Students had the purpose of the research explained and were made aware that the data would be used for an international comparison. ...
… of the Teacher Education …, Jan 1, 2005
... Eighty-one percent of the teachers reported facing significant barriers in implementing the t... more ... Eighty-one percent of the teachers reported facing significant barriers in implementing the two IDEA ... and a willingness to work to bring these about, in spite of formidable barriers. ... It is not sufficient to instill a ''philosophy'' of inclusive education; teachers must have specific skills ...
… of the Teacher Education …, Jan 1, 1994
... developmentally appropriate early childhood education are increasingly interested in promotin... more ... developmentally appropriate early childhood education are increasingly interested in promotinginclusive programs of ... There is currently a scarcity of teachers who are adequately prepared to ... In this article, we describe the collaborative conceptualization and implementation of a ...
International Journal of Inclusive Education, Jan 1, 1997
This paper seeks to identify some of the key issues involved in the question of inclusive educati... more This paper seeks to identify some of the key issues involved in the question of inclusive education. This includes conceptual, ideological and practical difficulties. Part of a realistic approach to the topic necessitates an understanding of the context in which the struggle for ...
European journal of special needs education, Jan 1, 2007
On the assumption that the successful implementation of any inclusive policy is largely dependent... more On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a survey was undertaken into the attitudes of Greek teachers toward inclusion. The 155 respondents were general education primary teachers drawn from one region of Northern Greece, with a proportion deliberately selected from schools identified as actively implementing inclusive programmes. The analysis revealed positive attitudes toward the general concept of inclusion but variable views on the difficulty of accommodating different types of disabilities in mainstream classrooms. Teachers who had been actively involved in teaching pupils with SEN held significantly more positive attitudes than their counterparts with little or no such experience. The analysis also demonstrated the importance of substantive long-term training in the formation of positive teacher attitudes toward inclusion. The paper concludes with recommendations for developing critical professional development courses that can result in attitudinal change and the formulation of genuinely inclusive practices.
School Psychology …, Jan 1, 2005
ABSTRACT Parental involvement was a driving and decisive factor in the development of inclusive e... more ABSTRACT Parental involvement was a driving and decisive factor in the development of inclusive education worldwide. In South Africa parents also became the advocates of the inclusive education move-ment in the 1990s, paving the way for parents to be involved in the ...
Cambridge Journal of education, Jan 1, 2001
In this paper we trace the development of policy and legislation since 1994, which marked the int... more In this paper we trace the development of policy and legislation since 1994, which marked the introduction of a unitary non-racial system of education and training in South Africa. Policy development in this context has been guided by the universal principles of a human right to basic ...
… of Special Education, Jan 1, 2001
The establishment of an inclusive education system in South Africa will require the development o... more The establishment of an inclusive education system in South Africa will require the development of appropriate support services at both a school and district level. Recent policy documents in South Africa propose that such a support system should take a systemic approach utilising district support teams that focus on management and personnel support rather than providing direct face to face interventions for individual learners. This paper discusses the development of a support program that is based on research findings regarding the aspects of inclusion that mainstream class teachers in South Africa find most stressful and how they best cope with this stress. It is posited that by addressing the specific stressors associated with inclusion teachers will have an enhanced sense of efficacy and be more enthusiastic about participating in inclusive classrooms.
European Journal of Special …, Jan 1, 2005
The aims of the research were to identify the environmental factors that relate to the work of re... more The aims of the research were to identify the environmental factors that relate to the work of regular school teachers who have students with special needs in their classroom, and to find out the correlation between these factors and teacher burnout. A total 330 primary school teachers filled in a questionnaire that had three parts: (1) personal background data; (2) the Friedman's burnout questionnaire; and (3) environmental features typical of the work of school teachers that include students with special needs in their classroom, in four areas: psychological features, organizational, structural and social. Results show that the background data that related significantly to burnout was teachers' attitudes towards inclusion. The more positive the attitude was, the more the teacher experienced burnout in the category of self-fulfilment. This finding was contrary to the hypothesis of the research. Two other background variables were found to relate to the de-personalization aspect of burnout, teaching higher-grade students and having an additional administrative role in school. Two other findings that were found to correlate with higher burnout rates were the number of students with special needs in class (more than 20%) and very little assistance provided to the teacher. Three environmental factors were found to have negative correlation with burnout: the organizational factor, the psychological and the social, with the latter being the most significantly negatively correlated with burnout-i.e. the less social support the teacher experienced, the higher was her level of burnout.
Disability & Society, Jan 1, 2008
... Corresponding author. Email: umesh.sharma@education.monash.edu.au Page 2. 774 U. Sharma et al... more ... Corresponding author. Email: umesh.sharma@education.monash.edu.au Page 2. 774 U. Sharma et al. ... Students had the purpose of the research explained and were made aware that the data would be used for an international comparison. ...
… of the Teacher Education …, Jan 1, 2005
... Eighty-one percent of the teachers reported facing significant barriers in implementing the t... more ... Eighty-one percent of the teachers reported facing significant barriers in implementing the two IDEA ... and a willingness to work to bring these about, in spite of formidable barriers. ... It is not sufficient to instill a ''philosophy'' of inclusive education; teachers must have specific skills ...
… of the Teacher Education …, Jan 1, 1994
... developmentally appropriate early childhood education are increasingly interested in promotin... more ... developmentally appropriate early childhood education are increasingly interested in promotinginclusive programs of ... There is currently a scarcity of teachers who are adequately prepared to ... In this article, we describe the collaborative conceptualization and implementation of a ...
International Journal of Inclusive Education, Jan 1, 1997
This paper seeks to identify some of the key issues involved in the question of inclusive educati... more This paper seeks to identify some of the key issues involved in the question of inclusive education. This includes conceptual, ideological and practical difficulties. Part of a realistic approach to the topic necessitates an understanding of the context in which the struggle for ...
European journal of special needs education, Jan 1, 2007
On the assumption that the successful implementation of any inclusive policy is largely dependent... more On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a survey was undertaken into the attitudes of Greek teachers toward inclusion. The 155 respondents were general education primary teachers drawn from one region of Northern Greece, with a proportion deliberately selected from schools identified as actively implementing inclusive programmes. The analysis revealed positive attitudes toward the general concept of inclusion but variable views on the difficulty of accommodating different types of disabilities in mainstream classrooms. Teachers who had been actively involved in teaching pupils with SEN held significantly more positive attitudes than their counterparts with little or no such experience. The analysis also demonstrated the importance of substantive long-term training in the formation of positive teacher attitudes toward inclusion. The paper concludes with recommendations for developing critical professional development courses that can result in attitudinal change and the formulation of genuinely inclusive practices.
School Psychology …, Jan 1, 2005
ABSTRACT Parental involvement was a driving and decisive factor in the development of inclusive e... more ABSTRACT Parental involvement was a driving and decisive factor in the development of inclusive education worldwide. In South Africa parents also became the advocates of the inclusive education move-ment in the 1990s, paving the way for parents to be involved in the ...