Teachers’ competences in pre-vocational skills for learners with intellectual disabilities in selected special schools of southern province, Zambia.

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dc.contributor.authorSamukoma, Samukoma
dc.date.accessioned2023-11-29T13:18:24Z
dc.date.available2023-11-29T13:18:24Z
dc.date.issued2019
dc.descriptionThesis
dc.description.abstractThe study sought to establish competences of teachers teaching learners with intellectual disabilities in pre-vocational skills. For the purpose of this study competences expected in teachers included being tailored in handcraft, woodwork, building craft, art, home economics and farming. Pre-vocational education programme does not normally lead to some vocational qualifications or direct employment, but rather contributes to some vocational education or training in the future. It is the competence that makes one capable of achieving or fulfilling his/her job properly. Three research questions guided the study and these were: What experiences do special education teachers have in teaching pre-vocational skills to learners with intellectual disabilities? What are the competences of teachers who participate in teaching pre-vocational skills to learners with intellectual disabilities? What instructional methods do teachers use in teaching pre-vocational skills to learners with intellectual disabilities? This study used a qualitative approach study design. A descriptive and case study research design was used in order to have in-depth understanding about competences of the teachers and their experiences in teaching learners with intellectual disabilities. Purposive sampling technique was used to select the participants. Data was collected using semi-structured interview guide from 20 teachers and five Head teachers from selected Special Schools/unit with Learners with intellectual disabilities. Thematic analysis method was used to analyse data. Major themes were drawn from interviews with participants. A description of each theme was done. The study established that 19 out of 20 special education teachers were not competent in teaching pre-vocational skills to learners with intellectual disabilities in Southern Province. This was as a result of not having adequate training in pre-vocational skills in areas such as handcraft, woodwork, building craft, art, home economics and farming. However, the study established that, teachers were competent in Activities for Daily Living. Some learners with intellectual disabilities who were taught by a competent teacher were enrolled at Vocational skills centre in food production and Agriculture. In view of the findings, the following recommendations were proposed. Ministry of General Education should: Provide in-service training to teachers teaching learners with intellectual disabilities in pre-vocational skills, More classrooms /workshops were needed to enable teachers to conduct pre-vocational skills, Colleges of Education and Universities should start training teachers in pre-vocational skills for learners with intellectual disabilities, In order to have effective learning, learners should be put in classes according to their abilities and disabilities levels, Provide schools with learners with special educational needs with the required learning and teaching materials. KEY WORDS: Competences, Pre-vocational skills, Learners with Intellectual Disabilitiesen
dc.identifier.urihttps://dspace.unza.zm/handle/123456789/8205
dc.language.isoenen
dc.publisherUniversity of Zambiaen
dc.subjectStudents with disabilities--Educationen
dc.subjectStudents with disabilities--Life skills guides.en
dc.titleTeachers’ competences in pre-vocational skills for learners with intellectual disabilities in selected special schools of southern province, Zambia.
dc.typeThesisen
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