http://41.74.91.244:8080/handle/123456789/740 2026-06-13T06:12:23Z http://41.74.91.244:8080/handle/123456789/5265 Using Acadience Learning Online (ALO) to support the Transition to English (T2E) intervention in improving basic three learners’ literacy skills at Nii Sowah Din School, Accra Swatson, N. Early-grade literacy challenges persisted in Ghana, with national assessments indicating that a majority of Basic Three learners performed below expected benchmarks in decoding, fluency, and comprehension. At Nii Sowah Din Basic School, baseline ASER (Annual Status of Education Report) assessments, a foundational literacy tool measuring letter recognition, word reading, and paragraph comprehension, revealed that all learners were below benchmark at the start of the study. This study therefore investigated the integration of Acadience Learning Online (ALO), a real-time digital progress monitoring system, within the Transition to English (T2E) framework to improve literacy skills among eight Basic Three learners.The T2E framework is a structured bilingual literacy programme designed to support learners’ transition from mother-tongue instruction to English through explicit phonics, vocabulary development, fluency practice, and comprehension instruction. The study was grounded in the Simple View of Reading (SVR), which conceptualises reading comprehension as the product of decoding and linguistic comprehension, and operationalised through the Multi-Tiered System of Supports (MTSS) and the Gradual Release of Responsibility (GRR) models to scaffold and intensify instruction based on learner need. Using a pragmatic action research design over six weeks, quantitative data were collected through ALO measures of Oral Reading Fluency (ORF-WC), accuracy, retell, and composite scores, alongside ASER baseline data. Findings showed measurable gains: mean ORF-WC increased from 21.27 to 33.38 words per minute; accuracy improved from 48.1% to 62.6%; and composite literacy scores rose from 48.06 to 86.69. Tier 2 and Tier 3 learners demonstrated differentiated growth trajectories, with intensive support yielding steady incremental gains. Qualitative findings revealed improved instructional grouping, enhanced teacher data literacy, more targeted phonics delivery, and increased learner engagement and confidence. However, challenges related to internet connectivity, teacher workload, and sustainability were reported. The study recommended institutionalising digital progress monitoring within MTSS frameworks, strengthening teacher capacity in data interpretation, scaling ALO-supported T2E implementation across non-GALOP schools, and investing in infrastructure to ensure long-term sustainability. The findings suggested that integrating theoretically grounded scaffolding models with real-time digital monitoring can significantly enhance early-grade literacy instruction in low-resource Ghanaian contexts. A thesis submitted to the school of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Special Education 2025-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5207 Assessing computer technology usage by students with visual impairment at the University of Education, Winneba Okyere, F. The study focused on assessing computer technology usage among students with visual impairment at the University of Education, Winneba (UEW). The sample was made up of 20 students with visual impairment from various departments and one staff member responsible for supporting students’ use of computer technology. The researcher collected data through semi-structured interviews, together with focus group discussions and observational methods, within a qualitative research approach and a case study design. The findings unveiled several noteworthy outcomes. Students needed assistive technologies such as JAWS and NVDA screen readers to use computer technology. Many students faced challenges with high-level computer skills because they received insufficient training in advanced document preparation, web usage, and software tweaks. Students who demonstrated independent computer use existed along with individuals who needed peer assistance because their institution’s support was not enough. Students faced additional challenges when striving to use computer technology because they lacked personal computers and experienced unreliable assistive programmes in addition to financial limitations. The research pointed out several limitations that ranged from limited access to university digital interfaces to insufficient technological equipment and limited skills in using assistive tools and an inadequate support structure. The study recommends strengthening institutional provisions through sustained training in computer and assistive technologies, improved access to functional devices and updated accessibility software, and the enhancement of reliable internet services. It further emphasises the need for adequate technical support structures, integration of assistive technology training within the curriculum, and the establishment of financial support or device loan schemes. A thesis in the Department of Special Education, Faculty of Educational Studies, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Special Education) In the University of Education, Winneba MARCH, 2026 2026-03-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5086 Preservice teachers’ preparation towards the practice of inclusive education at the University of Education, Winneba Bunbun, D.U. The study investigated preservice teachers’ preparation towards the practice of inclusive education at the University of Education, Winneba, focusing on the department of Special Education. The study explored their knowledge on inclusive education, preparation on the selection and use of Teaching and Learning Resources, and the ability to adapt teaching strategies, and assessment practices. The study compared two groups of the preservice teachers; both in Special Education and Community-Based Rehabilitation and Disability Studies and Disability Studies units. Using the random number method of the simple random sampling technique, a sample of 320 preservice teachers (160 from each group), a z-test was conducted to determine if significant differences exist between the groups in their preparedness for inclusive education. The findings reveal no statistically significant differences between Special Education and Community-Based Rehabilitation and Disability Studies preservice teachers in their knowledge on inclusive education, readiness to select and use appropriate TLRs, adapt teaching strategies, and implement inclusive assessment practices. The p-values obtained from the z-tests indicated that any observed differences were not statistically significant, suggesting that both groups are equally prepared in these areas. These results suggest that both Special Education and Community-Based Rehabilitation and Disability Studies training programs are equally effective in equipping preservice teachers with the necessary skills and knowledge for inclusive education. However, the results from the study indicates that, few of both groups of preservice teachers are not prepared for the implementation of inclusive education, and it is therefore recommended that, the management of the University of Education, Winneba. The department of Special Education should modify their curriculum to offer a comprehensive training for preservice teachers in these areas to better equip them for inclusive practices, and to allow preservice teachers to embark on a periodic School Teaching Support (STS) during their training to enable them gain hands on experience on inclusive practices. A thesis in the Department of Special Education, Faculty of Educational Studies, submitted to the school of Graduate Studies, in partial fulfillment of the requirements for award of the degree of Master of Philosophy (Special Education) in the University of Education, Winneba 2024 2024-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5075 Social relationships among students with visual impairments and their sighted peers in Nusrat Jahan Ahmadiyya college of education in the Upper West region of Ghana. Asaah, C. This study investigated into how students with visual impairments interact socially with their sighted peers at Nurast Jahan Ahmadiya College of Education in Wa. Using a case study approach and purposive sampling, the researchers selected a group that included 6 visually impaired students, 4 sighted students, and 2 tutors. Data was collected through semi-structured interviews and observations, focusing on the dynamics of social interaction within the college setting. The findings were analyzed thematically, guided by the research questions. The results revealed a mixed picture of social engagement. Some students were able to build strong, meaningful connections, while others felt isolated or excluded during peer interactions. Similarly, some sighted students were welcoming and supportive, but others held negative attitudes or chose not to engage at all. Interestingly, despite facing some social challenges, many of the students with visual impairments expressed a strong sense of self-worth and confidence. They didn’t see themselves as limited or incapable. Based on these findings, the study recommends introducing sensitivity and awareness training for both sighted students and tutors. These sessions should aim to build empathy, correct misconceptions, and equip participants with practical tools to encourage more inclusive social interactions. Additionally, the study suggests setting up peer support programs that pair sighted students with visually impaired students. These partnerships could help foster better understanding through mentoring, collaborative learning, and shared social experiences. A thesis in the Department of Special Education, Faculty of Educational Studies, Submitted to the School of Graduate Studies, in partial fulfillment of The requirements for the award of the degree of Master of Philosophy (Special Education) In the University of Education, Winneba. DECEMBER, 2023 2023-12-01T00:00:00Z