CHALLENGES FACED BY TEACHERS IN THE IMPLEMENTATION OF INCLUSIVE EDUCATION AT UNIVERSITY PRACTICE INCLUSIVE BASIC SCHOOL IN WINNEBA (original) (raw)
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Inclusive education, that is, the inclusion of learners with special educational needs and disabilities into regular schools is now one of the most significant core pillars in the New Bachelor of Education (Basic Education) Curriculum for teacher education in Ghana. In order to address this issue, pre-service teachers in their first year per the curriculum are introduced to inclusive education as a subject. The study aimed at finding out the attitude and concerns of pre-service teachers towards inclusive education in Ghana. The study employed mixed method approach with the sequential explanatory strategy. The sample population composed of 562 students from six (6) colleges of education in Ghana under one mentor university. The quantitative research approach consisted of 10-item questionnaire which was adapted from the Teachers’ Attitudes towards Inclusive Education (TAIS) scale. Data was collected using both the questionnaire and interview guide. The analysis of quantitative data in...
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Introduction The 1994 World Conference on Special Needs Education in Salamanca, Spain, declared that although children, the youth and adults have differing characteristics, interests, abilities and learning needs, they must all have access to regular education, through child-centred pedagogy, that is capable of meeting their special educational needs (SEN). The Salamanca Statement reaffirming the right to education of every individual, as enshrined in the 1948 Universal Declaration of Human Rights, and committing to the 1990 World Conference on Education for All (EFA)--called upon countries to adopt inclusive education as a matter of law or policy (UNESCO, 1994). The Salamanca Statement has been a considerable source of influence in the formulation of local educational policies and has rekindled Ghana's commitment to improve the access, quality and provision of equal educational opportunities for all children, including those with disabilities. In particular, the Education Strat...
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Schools create an inclusive environment and cultures and enact inclusive practices to cater for the learning and social needs of learners. Using an adapted Ghana Inclusive Education Monitoring Tool (IEMT), which is based on the Index for Inclusion, we collected data from 74 headteachers of primary schools. Data analysis involved percentages and frequencies of multiple-scaled items of the adapted IEMT. Findings revealed headteachers admit learners with special needs and disabilities (LwSEND) to set the stage for inclusion, while teachers accept these learners in schools. Collaborative cultures among teachers, parents, and other community stakeholders support inclusive education. While classrooms had somewhat good ventilation and lighting, school facilities were less accessible to all learners. Knowledge to adapt the curriculum and the flow of inclusive knowledge among teachers was limited. Suggestions to improve inclusive education include school-wide professional development for sharing This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
Initial teacher preparation for inclusive education in Ghana : status and challenges
Jyväskylä studies in education, psychology and social research, 2016
Nketsia, William Initial Teacher Preparation for Inclusive Education in Ghana: Status and Challenges Jyväskylä: University of Jyväskylä, 2016, 111 p. (Jyväskylä Studies in Education, Psychology and Social Research ISSN 0075-4625; 573) ISBN 978-951-39-6894-6 (nid.) ISBN 978-951-39-6895-3 (PDF) Initial teacher education programs are undergoing reforms to equip pre-service teachers with inclusive skills, knowledge, attitudes, and values that are critical for successful implementation of inclusive education. This dissertation, comprised of four articles and a summary, sought to describe how the colleges of education in Ghana prepare teachers for inclusive education. A descriptive survey research approach was adopted in all four articles.The first article sought to determine the knowledge of pre-service teachers regarding the concept of inclusive education, special education needs (SEN), inclusive pedagogical approaches, and their feelings of selfefficacy in terms of teaching in inclusiv...
With the introduction of the pilot inclusive education in Ghana, many children with special needs have been enrolled in some of the mainstream schools together with their peers without special needs. They are being taught by general education teachers. However, some of these teachers may not be adequately prepared to handle children with special needs. This research was conducted to ascertain the level of knowledge and preparedness of teachers in five schools piloting inclusive education in the Ejisu Juaben Municipality in the Ashanti Region of Ghana. The study utilized qualitative data collection method, and employed a purposive sampling technique to select 40 participants for the study. The findings of the study indicated that teachers in the schools chosen for the inclusive education programme had no adequate knowledge of the programme before it was introduced. Besides this major finding, the study also revealed other setbacks to inclusion such as inadequate preparation on the part of the teachers and negative attitude of teachers towards children with special needs. It is recommended, among others, that teachers in the mainstream schools are provided with intensive training on teaching special needs children in an inclusive setting to enable them to handle all categories of children with disabilities in their classrooms effectively
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Inclusive education systems reflect growing awareness of the imperatives of 21 stcentury societies to make quality education available to all students. The development of inclusive education in Ghana has been recognized as the process for orchestrating educational quality and equity for students with disabilities. This article contributes to the area of inclusive education from Ghanaian educators on its progress and achievements. The data in this paper emerged from a case study involving educators from two regions in Ghana. Findings show an uncoordinated attempt to pilot inclusive education across the country because of different agencies funding the project. The authors argue that there is the need for a holistic review of the program to ground the policy within the education system of Ghana.
International Journal of Inclusive Education, 2018
Using the descriptive survey design and a sample of 142 teachers from eight inclusive schools in Cape Coast Ghana, the study investigated teachers' attitude, their perception about resources they need for the effective implementation of inclusive education (IE) and the impact of IE on pupils. Descriptive and inferential statistics were used to analyse the data. Results showed that teachers have a relatively positive attitude towards IE, and indicated the resources needed for the successful implementation of IE. Furthermore, their perceptions of the impact of IE on pupils were positive. Additionally, there was a weak statistically significant positive correlation between teachers' attitude about IE and their perceptions about its impact on pupils. It was recommended among other things that to sustain the practice of IE, teacher needs must be met. These include sufficient TLMs, information about special needs and disabilities, training on how to effectively teach pupils with SEN, training on adapting instructional materials for pupils with SEN and training on how to promote social interaction. Teachers need to be given, training and information on all aspects of IE.
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Journal on School Educational Technology, 2011
Inclusive education is critical for nation building. The government of Ghana has put in measures for promoting inclusion from basic through to tertiary level of education. Some of these measures include expansion of school facilities, implementation of the Free Compulsory Universal Basic Education (FCUBE); the change of policy on girls who drop out of school due to pregnancy for them to return and the school feeding programme for promoting retention in school. These efforts have yielded some results such as increase in enrolment at all levels of education. Using a combination of quantitative and qualitative data, this paper discusses the measures for promoting inclusive education in Ghana, issues emerging and strategies for improvement.
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The inclusion of learners with special educational needs into regular schools is a significant pillar in the New B. Ed Basic Education Curriculum for teacher education in Ghana. Based on this, the study aimed at finding the attitude of pre-service parent teachers and their perceived challenges about inclusive education in Ghana. The study employed a convergent mixed method with a sample of 112 sandwich pre-service parent teachers at the Gambaga College of Education. The quantitative research approach consisted 10-item questionnaire scale adapted from the works of Paseka and Schwab (2020) on ‘Parents’ Attitude towards Inclusive Education’ (PAIE) scale. Data was collected using both the questionnaire and focus group discussion. The analysis of quantitative data involved the use of multiple statistical procedures; frequency counts, simple percentages, and standard deviation, while the inductive thematic analysis (ITA) was used to analyse the qualitative data. The findings revealed that...