Morgan Chitiyo

Challenges Faced by School Teachers in Implementing Positive Behavior Support in Their School Systems

The 1997 reauthorization of the Individuals with Disabilities Education Improvement Act made major changes to the education of children with disabilities who exhibit challenging behavior. The law emphasized the use of positive behavior supports (PBS) and functional behavioral assessments (FBA) as a strategy to address challenging behavior. Since then, evidence demonstrating the effectiveness of PBS in reducing challenging behavior among school students has been widely disseminated in the research literature. In spite of the emergence of literature on the use of PBS practices, questions remain concerning the functional utility of PBS within schools and widespread adoption among school personnel. There are several factors that may be inhibiting the adoption of this relatively new evidence-based technology in schools. The purpose of this study was to examine difficulties that school teachers face in the implementation of PBS in their classrooms and schools.

An Assessment of the Evidence-Base for School-Wide Positive Behavior Support

The use of SWPBS has increased quite rapidly across schools. This is happening against a backdrop of enthusiasm among policymakers, researchers and practitioners about the use of evidence-based practices in school settings. As SWPBS continues to attract the interest of school personnel it is necessary to look at this approach and examine its evidence base. This study was an attempt to extend previous work to that effect. Like previous efforts, this study demonstrated that although SWPBS has become quite popular, the evidence base may still be classified as promising. Research on SWPBS has to address many methodological limitations to strengthen its evidence base.

Analyzing the Treatment Efficacy of a Technical Assistance Model for Providing Behavioral Consultation to Schools

The reauthorization of the Individuals with Disabilities Education Act of 1997 emphasized the use of positive behavioral interventions, supports, and services for students with disabilities who display challenging behaviors. Unfortunately, most teachers and schools still lack systems for identification, adoption, and sustained use of these research-validated practices almost a decade after the passage of this legislation. Schools therefore rely on behavioral consultation for technical assistance in designing appropriate interventions for children who exhibit challenging behavior. The purpose of this study was to evaluate the treatment efficacy of a university-based behavioral consultation model, as perceived by teachers. Results demonstrated that teachers accepted the behavioral consultation model as an effective method of reducing incidences and severity of challenging behaviors.

Special Education Teacher Preparation in Kenya, Malawi, Zambia, and Zimbabwe.

Abstract Researchers have repeatedly identified special education teacher shortage as one of the factors that have stymied the development of special education in many African countries. Highly qualified special education teachers are an integral part of successful national educational systems. In order to ensure an optimum supply of qualified special education teachers in any country, one can start by examining special education teacher preparation programs in the country. In this paper, the authors sought to explore special education teacher preparation in Kenya, Malawi, Zambia, and Zimbabwe to identify the characteristics, key features, gaps, and therefore come up with specific recommendations. In doing this the authors hope that this information would be helpful to researchers, practitioners, policy-makers, and organizations that are interested in contributing to the development of special education in these countries through personnel preparation.

Understanding the causes and management of problem behaviour in Zimbabwean schools: teacher perceptions

Problem behaviour continues to present a challenge for school-teachers worldwide. Since school-teachers around the globe have different conceptualisations of what constitutes problem behaviour, the purpose of this study was to examine the perceptions of Zimbabwean school-teachers about their perceived causes of problem behaviour among students in school, and how they usually deal with the problem behaviours. A Problem Behaviour Survey developed specifically for this study was administered to a convenience sample of 62 teachers enrolled in a part-time postgraduate diploma at a local university in Zimbabwe. Participants identified bullying, fighting, violence, fighting, truancy, drug/alcohol abuse and sexual immorality as the most prevalent problem behaviours in their schools. Results of this study also demonstrated that few teachers thought that physical punishment was an effective way to manage problem behaviour and that school-teachers should be allowed to use it. These findings were important in helping school-teachers and administrators to develop a better understanding of problem behaviour in their schools as a pre-requisite to the development of more effective behaviour management practices.

The Impact of the HIV/AIDS and Economic Crises on Orphans and Other Vulnerable Children in Zimbabwe.

AIDS. National estimates reported by the Ministry of Health and Child Welfare put the prevalence rates of HIV in the age group between 15 and 49 at 15.3% (World Health Organization WHO], UNICEF, & UNAIDS, 2008). This is one of the highest HN/AIDS prevalence rates in the world (UNAIDS, 2008). The impact of the pandemic has been so severe that current mitigationefforts fall short of alleviating the situation, especially as it pertains to the plight of children. To date, the country has one of the highest numbers of children orphaned by AIDS (WHO, 2005; WHO, UNICEF, & UNAIDS, 2008). With the country currently experiencing an unprecedented humanitarian and economic crisis of epic proportions, these children suffer perhaps the worst impact of deprivation and poverty. This article examines how HIV/AIDS and the current economic crisis in Zimbabwe have affected the well-being and development of children in that country, especially in relation to education. and Economic Crises on Orphans and Other Vu I n e ra bl e C h i I d re n i n Z im ba bwe

Special education professional development needs in Zimbabwe

ABSTRACT Since 1980 when Zimbabwe obtained political independence, special education has not received the same priority as the entire education system. One of the manifestations of this discrepancy is the shortage of qualified special education teachers in the country. In order to address this trend and promote the development of special education, researchers have suggested the need for professional development in the area of special education. The purpose of this study was to identify the special education professional development needs of both special and general education in-service teachers in Zimbabwe. A semi-structured survey instrument, developed by the first and second authors, which included open- and closed-end questions was used in this study. The sample consisted of 204 schoolteachers drawn from two school districts of Zvishavane and Gwanda. The participating schoolteachers overwhelmingly expressed the need for more professional development in the area of special education. The schoolteachers also identified several topics that they considered to be important for professional development.

Post-traumatic stress disorder amongst children aged 8–18 affected by the 2011 northern-Namibia floods

Extreme flooding in the northern parts of Namibia occurred in 2011, impacting many school-going children in the region. The rationale for the current research is to assess post-traumatic stress disorder (PTSD) on school children as a result of the floods. A self-administered Child Trauma Screening Questionnaire (CTSQ) with closed-ended questions was administered to 480 children between the ages of eight and 18 years at their respective schools. The CTSQ consists of five items assessing re-experiencing and five items assessing hyper-arousal symptoms. The results show that 55.2% of learners aged 12 and below and 72.8% of learners aged 13 and above reported experiencing symptoms of trauma from the floods 2 years after the event. These percentages were quite high and are therefore a cause for concern. Given the magnitude of this problem, it is important for the government and other stakeholders to provide the necessary psychological and/or emotional support in the event of future floods or similar disasters.

Psychosocial Support for Children Orphaned by HIV/AIDS in Zimbabwe

Healthy psychosocial development during childhood is a key determinant to the future well-being of all individuals. In many areas of Africa, demand for psychosocial support continues to grow in response to the increasing number of children left orphaned as a result of the HIV/AIDS pandemic. These orphans face various challenges and yet, in most cases, they lack access to basic psychological provisions necessary for their continued survival and mental well-being. This article examines the psychosocial support provisions needed by orphans to ensure positive outcomes.

Assessing the special education professional development needs of northern Malawian schoolteachers

This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi-structured questionnaire with open and close-ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self-identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education.