發(fā)布時(shí)間：2021-12-28 10:58

　　1992年《加納共和國憲法》和加納政府簽署的幾項(xiàng)國際公約中,將殘疾學(xué)生納入主流學(xué)校作為政策、社會(huì)公正和人權(quán)問題的合法化。盡管有這些明確的政策立場(chǎng),但普惠教育政策的實(shí)施一直是個(gè)問題——變化過程緩慢,尤其是在農(nóng)村學(xué)校,挫折很多。這暴露了普惠政策藍(lán)圖與實(shí)施之間的許多差距。一些司法管轄區(qū)研究的有力證據(jù)表明,包容性教育政策的實(shí)施具有挑戰(zhàn)性,盡管新的教育轉(zhuǎn)型議程強(qiáng)烈要求公平和社會(huì)正義。因此,探索阻礙包容性教育實(shí)施的背景現(xiàn)實(shí)和其面臨的挑戰(zhàn)具有重要的研究意義。本研究的主要目的是確定加納農(nóng)村基礎(chǔ)學(xué)校實(shí)施普惠教育計(jì)劃所面臨的挑戰(zhàn),主要目標(biāo)分為四個(gè)具體目標(biāo):一是考察政策明晰對(duì)普惠教育實(shí)施的直接和間接影響;二是分析教師和教學(xué)學(xué)習(xí)資源對(duì)普惠教育實(shí)施的直接和間接影響;三是分析社會(huì)經(jīng)濟(jì)文化因素對(duì)普惠教育政策實(shí)施的直接和間接影響;四是分析構(gòu)建不友好包容性教育政策實(shí)施的直接和間接影響。為了實(shí)現(xiàn)上述目標(biāo),本研究對(duì)加納北部地區(qū)的五個(gè)選定地區(qū)進(jìn)行了定量分析。這些地區(qū)分別是邦克普魯古、古什古、卡班迪、西岡哈和卡里加。本研究采用了有目的和滾雪球抽樣技術(shù),定量地比較了調(diào)查對(duì)象對(duì)這一主題的看法。調(diào)查問卷由三名研究助理對(duì)調(diào)查對(duì)象在家里... 

【文章來源】：江蘇大學(xué)江蘇省

【文章頁數(shù)】：113 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
ABBREVIATIONS AND ACRONYMS
CHAPTER 1 INTRODUCTION
    1.1 Research Background
    1.2 Statement of the Problem
    1.3 The Research objectives
    1.4 Research Questions
    1.5 Significance of the Study
    1.6 Innovation Points
    1.7 Organization of the study
CHAPTER 2 THEORETICAL FOUNDATIONS AND LITERATURE REVIEW
    2.1 Basics Terms and Related Definitions
    2.2 Policy Implementation
    2.3 Theoretical Foundation
    2.4 The Following Factors Affects Inclusive Education Policy Implementation
        2.4.1 Clarity of Policy Objectives
        2.4.2 Teaching Learning Resource (TLR)
        2.4.3 Infrastructure Challenges and Inclusion
        2.4.4 Socio- Economic Conditions and Inclusion
        2.4.5 Cultural Values and its Impact on Inclusion
    2.5 Literature Review
        2.5.1 Global Overview of Inclusive Education
        2.5.2 The Historical Perspectives of Inclusive Education in Ghana
        2.5.3 Current Inclusive Education Policy in Ghana
CHAPTER 3 METHODOLOGY
    3.1 Study Area/ Location
    3.2 Research Design –Setting
        3.2.1 Target Population
        3.2.2 Sampling Procedure
        3.2.3 Validity and Reliability
        3.2.4 Pilot Test
        3.2.5 Data Analysis Tools
        3.2.6 Research ethics
    3.3 Hypotheses Development
        3.3.1 Policy clarity
        3.3.2 Teaching learning resource and training
        3.3.3 Infrastructure and equipment
        3.3.4 Socio-economic conditions of households
        3.3.5 Cultural values and attitudes
        3.3.6 The Mediation Effect of Culture on Infrastructure and Inclusive Education Relationship
        3.3.7 The Mediation Effect of Culture on Socio economic and inclusive Education Relationship
        3.3.8 The Mediation Effect of Culture on Policy Clarity and Inclusive Education Relationship
        3.3.9 The Mediation Effect of culture on Teaching, Learning Resource and inclusive educationRelationship
CHAPTER 4 DATA ANALYSES
    4.1 SPSS Analysis
        4.1.1 Analytical Procedures
        4.1.2 Exploratory Factor Analysis (EFA)
        4.1.3 Assessment of the suitability of the data for factor analysis
        4.1.4 Factor Extraction
        4.1.5 Factor Rotation
    4.2 Structural Equation Model Analyses
        4.2.1 Assessment of Measurement Model and the model fit
        4.2.2 Assessment of model fit
        4.2.3 Structural Model Results
    4.3 Discussion
CHAPTER 5 RECOMMENDATIONS/POLICY IMPLICATIONS
CHAPTER 6 CONCLUSION
    6.1 Limitations/Future Work
REFERENCES
ACKNOWLEGEMENT
List of publications
APPENDICES



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