Tutor Capacity Building Efficacy in Preservice Teacher Preparation for Inclusive Schools: An Exploratory Study ()
ABSTRACT
In-service tutor development on inclusive education provides an
opportunity for preparing student teachers to educating all children. This study aimed to investigate the efficacy of teacher
educators’ capacity and commitment for quality training of student teachers
towards inclusive education in Uganda. The study adopted a qualitative
approach. Participants included tutors (N = 8), students with disabilities (N =
8) and students without disabilities (N = 56). Individual interviews were
conducted with tutors and students with disabilities while focus group
discussions were held with students without disabilities. Data was analyzed using themes generated from
transcripts. Results of this study indicate increased support to a number of students with disabilities admitted in primary teacher colleges. It however
noted the need for skills in functional assessment, braille and sign language, modifying methods and providing resources to accommodate individual disability. The study recommended
increased mentorship, improved skills in functional assessment and continuous professional development in
inclusive education. These findings identify modifications in teacher education intended to promote inclusive learning for
children with disabilities and other special needs.
Share and Cite:
Eron, L. (2021) Tutor Capacity Building Efficacy in Preservice Teacher Preparation for Inclusive Schools: An Exploratory Study.
Open Journal of Social Sciences,
9, 398-413. doi:
10.4236/jss.2021.97029.