Department of Intellectual and Development Difficulties

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    Training of diploma in-service student teachers of learners with intellectual disability in inclusive primary schools in st mary’s bukedea primary teachers’ college, Uganda
    (Kyambogo University [unpublished work], 2023-11) Etoori, Benard
    The research study, is titled: Training of diploma in-service student teachers of learners with intellectual disability in inclusive primary schools in St Mary’s Bukedea Primary Teachers’ College, Uganda. The purpose of the study was to: Examine training of diploma in-service student teachers of learners with intellectual disability in inclusive primary schools in St Mary’s Bukedea PTC. This was a qualitative and a descriptive study that used purposive sampling techniques where participants were carefully chosen that comprised of a team leader, facilitators (05) and teacher trainees (06). Two methods for data collection were used i.e. interviews for a team leader and the facilitators and focus group discussion for teacher trainees. The study was carried out from June 2022 to February 2023. The objectives of the study were: 1.To establish training process for diploma in-service student teachers of learners with intellectual disabilities in inclusive primary schools and its findings include: Teachers are prepared to teach all categories of learners with special needs, the key elements in the training process are; Orientation, two weeks face to face residential sessions, use of modules in classroom teaching, administering course works, examinations, conducting research and school practice 2. To assess the qualification, work experience and the roles of the facilitators and the findings were: The facilitators with first class degrees, practical experience and have taught for ten years and are preferred, facilitators are assigned various roles. 3. To explore the facilities, equipment and materials used in training for diploma in-service student teachers in special needs education and the findings include: The institution has adequate teaching space, library lacks required text books and a librarian. Computers are few, power and internet connection are unreliable. Modules are provided but not processed in time, manilas and markers are also provided. The study wishes to make the following conclusions: There is conflict of role between facilitators and CCTs who should supervise in-service teachers during school practice, inadequate time limits the training of student teachers; There is a gap between the theory and practice in relation to the qualification of the facilitators and there are changing trends that requires everyone to upgrade in the teaching profession for one to compete in the labor market; Lack of access to the computer laboratory limits teacher trainees to do regular practice in ICT, delay of modules interrupts the training of in-service student teachers. Out of these conclusion, the study has identified some gaps and suggested some recommendations for the improvement.