Base inclusive-strategy training on indigenous pedagogies and enable use of advanced evidence-based techniques¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The review recommends that professional development move beyond imported Western pedagogies toward training grounded in indigenous pedagogies, since teachers' inclusion efforts were mostly based on Western approaches and challenged by limited resources and training. The authors state that "Training efforts based on indigenous pedagogies could improve use and outcomes of inclusive strategies", and one reviewed author recommended enabling teachers to use more advanced techniques such as task analysis and prompting selected according to specific needs.

Design Implications¶

Context¶

Requirements¶

• Training must be adapted and contextualized to each country's perspectives and challenges
• Teachers need enabling conditions, including planning support, to apply strategies consistently

Constraints¶

• Diversity across African countries may require appropriate adaptation and contextualization of any imported practices

Target Learners¶

• teachers in mainstream inclusive classrooms in non-Arab African countries

Target Learning Goals¶

• inclusive teaching strategies for children with developmental disabilities

Claims¶

• Specific training was associated with more advanced strategy use, but most teachers used strategies inconsistently and generically [+W]

Related Strategies¶

• Indigenous–non-Indigenous academic collaboration grounded in trust, collegiality and un-learning of Western epistemic authority
• Test generalizability of curiosity and interest constructs across age groups and socio-cultural contexts

Examples¶

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Key Sources¶

• Genovesi Elisa, Gaches Akhina, McKenzie Judith, Hanlon Charlotte, Hoekstra Rosa A. (2024). Inclusive Strategies for Children With Developmental Disabilities in Mainstream Classrooms in African Countries: A Systematic Review of Stakeholder Experiences, Attitudes, and Perspectives. Review of Educational Research. https://doi.org/10.3102/00346543241288247