Measuring the Validity of the Modules for Capacity Building Training of Teachers (CBTT) for Ensuring Inclusive Education Practices in Sindh Province
DOI:
https://doi.org/10.48112/tibss.v1i4.677Abstract
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The study assessed the method of Capacity Building Training of Teachers (CBTT) in implementing inclusive education practices in mainstream schools of Sindh province. Using a questionnaire based on a five-point Likert scale, eight experts from special education as well as academic pedagogy assessed the modules' validity. The module content mastery requirement was established at 70%, in accordance with Othman's (2003) recommendations. The study revealed that the modules' validity score is quite high, and the study's goal is to give educators with well-rounded experience and abilities to help them develop their competency and adopt inclusive educational approaches at their institutions.
Keywords:
Capacity building training, Diversity & disability, Inclusive education, Module development, Special educatorsReferences
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