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Abstract
This study examined a two-year special education and inclusive practices in-service training programme with a university in Nicaragua. Participants included 14 teachers from nine schools in Nicaragua. Participants’ knowledge of special education concepts were evaluated as part of assessing the training modules. In addition, programme evaluation information were collected. Results from the knowledge pre-and post-test indicated that participants made significant gains in their special education knowledge and the module evaluation forms indicate participants were highly satisfied with the project. Recommendations for planning and implementing a future training programme are also provided.
Acknowledgements
The findings reported here are based on research conducted as part of the Faculty Research International project with internal grant funding by the University of Nebraska at Omaha and no restrictions have been imposed on free access to, or publication of, the research data. The content of this publication does not necessarily reflect the views or policies of the University of Nebraska at Omaha, nor does mention of trade names, commercial products, or organisations imply endorsement by the University of Nebraska at Omaha. Opinions reflect those of the authors and do not necessarily reflect those of the funding agency.
Disclosure statement
No potential conflict of interest was reported by the authors.