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All Journal Social Science Learning Education Journal
Lidon Lashley, Lidon
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Social Sciences

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School culture and teachers’ perspectives on Special Education Needs (SEN) and disabilities within Guyana’s mainstream elementary school system Lashley, Lidon
Social Science Learning Education Journal Vol 2, No 08 (2017)
Publisher : Social Science Learning Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15520/sslej.v2i08.35

Abstract

This study explored school culture and teachers’ perspectives on Special Education Needs (SEN) and disabilities in relation to the inclusiveness of education within Guyana’s mainstream elementary school system.It was concluded that Guyanese mainstream elementary teachers have basic general knowledge of the theories and principles of being inclusive and promoting inclusive education. However, they lack training in the area of SEN. They are either unaware or uncertain of whether they have learners in their classes who have SEN that are not physical disabilities or known learning disabilities. Secondly, teachers are biased against teaching learners with SEN because they feel unsupported. They associate learners with SEN with challenging behaviours low cognitive ability and underachievement.Finally, the study proved that there is a direct relationship between school culture and teachers perspectives on SEN and disabilities. This is directly related to the inclusiveness of education within Guyana’s mainstream elementary schooling system.
An Analysis of the Disconnection Between Urban Schools and Science Education Elliott, Volda; Lashley, Lidon
Social Science Learning Education Journal Vol 2, No 9 (2017)
Publisher : Social Science Learning Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15520/sslej.v2i9.37

Abstract

This study focused on reasons why Science in Urban School Districts has been poorly received, and identified appropriate strategies necessary to help learners become confident in gaining better understanding in Chemistry. A high percentage of our students’ have failed to achieve passing grades on the statewide Chemistry Examination.This research described several obstacles that contribute to students’ poor performances in Chemistry.  Based on the findings from Clara Barton and Paul Robeson High Schools, adequate professional development and collaboration of human resources are key ingredients for dissolving the misconception of Chemistry awareness among our students. The action plan focused on: (1) improving students’ achievement on the Statewide Chemistry Regents Examination (2) providing teachers’ opportunities to implement monitor and evaluate new teaching practices (3) developing Chemistry workshops to increase collaboration and collegiality between principals, assistant principals, coaches, teachers and specialist from the district office. This plan was primarily aimed on having Chemistry teachers, reexamine their teaching styles and determine appropriate methods that will support students understanding of Chemistry better. This was accomplished via teachers sharing common prep time to conduct planning, assessment and decoding the Chemistry curriculum in order to eliminate irrelevant topics by aligning it with previous Chemistry Regents Examination also Science coaches will demonstrate best methods of teaching different Chemistry concepts.
The effectiveness of Interactive Radio Instruction (IRI) within selected Primary Schools in Region Number Four (4) Elliot, Volda; Lashley, Lidon
Social Science Learning Education Journal Vol 2, No 9 (2017)
Publisher : Social Science Learning Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15520/sslej.v2i9.38

Abstract

The effectiveness of Interactive Radio Instruction (IRI) within selected Primary Schools in Region Number Four (4)
Co-Authors Volda Elliot, Volda Volda Elliott, Volda