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(Department of Educational Psychology, Sociology and Special Education (EPSSE), University of Zambia)(2) Kenneth Kapalu Muzata
(Department of Educational Psychology, Sociology and Special Education (EPSSE), University of Zambia)(3) Brendah Cynthia Haamonga
(Mufulira College of Education, Zambia)*corresponding author
AbstractThe study aimed at establishing teachers’ experiences on using early grade screening tool (EGST) for the inclusion of learners with special educational needs in mainstream in selected primary schools of Lavushimanda district of. The objectives of the study were to, establish whether or not, teachers were using the EGST for the placement of learners with special educational needs in schools, to establish teachers’ views on the significance of the EGST in the placement of learners with special educational needs in primary schools and to explore teachers’ experiences in using EGST for the placement of learners with special educational needs in primary schools. The study was qualitative and a Phenomenological study design used. The sample size comprised (9) nine mainstream teachers, three (3) head teachers and two (2) Education Standard Officers (ESOs). Qualitative data was collected through interviews Purposive sampling was adopted to collect data. Teachers experiences in using EGST for the placement of learners with special needs in mainstream primary schools were, lack of understanding of some EGST concepts, categories (skills) EGST assess, how EGST scoring is done, referrals, identification challenges, communication challenges and challenges in writing the summary report. Based on the findings, the study recommended that Continuing Professional Development (CPD) should be reviewed and strengthened for all teachers to be equipped with skills in using EGST. |
DOIhttps://doi.org/10.47679/ijcc.v2i1.168 |
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