PDF(Pubmed)
Abstract：
UNASSIGNED: Although trauma is one of the leading causes of behaviour problems among children with disabilities, there has been limited scholarly interest in trauma management within the discourse of implementation of inclusive education.
UNASSIGNED: The Substance Abuse and Mental Health Services Administration (SAMHSA) trauma management model was used to study teachers\' awareness of trauma management among students with disabilities studying in regular classrooms.
UNASSIGNED: A total of 271 teachers were recruited from two municipalities in the central region of Ghana to complete the Teacher Trauma Management Scale developed for this study. The data were analysed using confirmatory factor analysis, mean scores, multivariate analysis of variances, and linear regression.
UNASSIGNED: The results showed teachers\' uncertainty towards trauma management, and a positive correlation was also found between the tenets of the study framework.
UNASSIGNED: The study concluded with a recommendation for contextual development of the curriculum to guide teacher training in trauma management.
UNASSIGNED: Studies on trauma management within the discourse of implementation of inclusive education are scarce. This study extends the literature on inclusive education to teacher development to support trauma management among students with disabilities in regular schools.
UNASSIGNED: The Substance Abuse and Mental Health Services Administration (SAMHSA) trauma management model was used to study teachers\' awareness of trauma management among students with disabilities studying in regular classrooms.
UNASSIGNED: A total of 271 teachers were recruited from two municipalities in the central region of Ghana to complete the Teacher Trauma Management Scale developed for this study. The data were analysed using confirmatory factor analysis, mean scores, multivariate analysis of variances, and linear regression.
UNASSIGNED: The results showed teachers\' uncertainty towards trauma management, and a positive correlation was also found between the tenets of the study framework.
UNASSIGNED: The study concluded with a recommendation for contextual development of the curriculum to guide teacher training in trauma management.
UNASSIGNED: Studies on trauma management within the discourse of implementation of inclusive education are scarce. This study extends the literature on inclusive education to teacher development to support trauma management among students with disabilities in regular schools.
摘要：
虽然创伤是导致残疾儿童行为问题的主要原因之一，在实施包容性教育的话语中，对创伤管理的学术兴趣有限。
■物质滥用和心理健康服务管理局（SAMHSA）创伤管理模式用于研究教师对在常规教室学习的残疾学生的创伤管理意识。
■从加纳中部地区的两个城市招募了总共271名教师，以完成为此研究开发的教师创伤管理量表。数据采用验证性因子分析进行分析，平均分数，多变量方差分析，和线性回归。
■结果显示教师对创伤管理的不确定性，研究框架的原则之间也存在正相关。
■研究结论是对课程的情境开发提出建议，以指导教师在创伤管理方面的培训。
■在实施包容性教育的话语中对创伤管理的研究很少。这项研究将有关包容性教育的文献扩展到教师发展，以支持普通学校残疾学生的创伤管理。
■物质滥用和心理健康服务管理局（SAMHSA）创伤管理模式用于研究教师对在常规教室学习的残疾学生的创伤管理意识。
■从加纳中部地区的两个城市招募了总共271名教师，以完成为此研究开发的教师创伤管理量表。数据采用验证性因子分析进行分析，平均分数，多变量方差分析，和线性回归。
■结果显示教师对创伤管理的不确定性，研究框架的原则之间也存在正相关。
■研究结论是对课程的情境开发提出建议，以指导教师在创伤管理方面的培训。
■在实施包容性教育的话语中对创伤管理的研究很少。这项研究将有关包容性教育的文献扩展到教师发展，以支持普通学校残疾学生的创伤管理。
