http://41.74.91.244:8080/handle/123456789/23 2026-04-04T12:35:48Z 2026-04-04T12:35:48Z Kon-Angna, A.K. http://41.74.91.244:8080/handle/123456789/2077 2026-02-23T10:00:07Z 2023-01-01T00:00:00Z

Teachers’ Pedagogical Content Knowledge in inclusion of deaf students in regular Basic School Kon-Angna, A.K. This study focused on teachers Pedagogical Content Knowledge (PCK) in teaching deaf students at the Unipra South Inclusive School, Winneba. Specifically, the study examined the PCK of teachers, factors that influence teacher’s PCK, how teachers acquire PCK and the views of teachers on the impact of PCK on deaf students. This was a pragmatic study which adopted a mixed method approach and explanatory sequential design to collect and analyse data. Census sampling was used to select 38 teachers for the quantitative study and purposeful sampling was used to select six teachers for the qualitative study. The study revealed that, teachers generally had high level of PCK and teachers PCK are influenced by their gender, teaching experience and area of specialization. The study also revealed, in service training, seminars, workshops and personal development training helped in teachers’ PCK acquisition and impacted positively on students’ learning outcomes. The study recommends that the Effutu Municipality Educational Directorate in collaboration with the heads of schools should organize periodic in-service training and workshops so that all teachers will develop a better understanding and aptitude of the importance of pedagogical content knowledge. A thesis in the Department of Special Education in the 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.

2023-01-01T00:00:00Z Amankwah, M. http://41.74.91.244:8080/handle/123456789/2076 2026-02-23T09:59:56Z 2022-01-01T00:00:00Z

Teachers’ Knowledge about the Use of Integrated Method of Teaching Preschoolers The Case of Kumasi Metropolis of Ghana Amankwah, M. The use of integration in teaching could be a daunting endeavor for teachers to conceptualize, whether trained or untrained during the pre-service and in-service, globally. This study sought to explore how preschool teachers in the Kumasi Educational Metropolis in Ghana conceive the integrated method as the recommended tool for the implementation of the standard-based curriculum. The study, therefore, employed a qualitative case study design within the pragmatic paradigm to investigate their perceptions about the construct. Four professionally trained preschool teachers within the educational Metropolis were selected purposively to participate in the study. Data were gathered through semi-structured interviews and were analysed thematically, which led to the emergence of five major themes. The findings suggest the teachers were not completely ignorant of the integrated method of teaching. Despite their self-perceived limited knowledge, they conceptualized integration as; the combination of different subjects or topics in diverse disciplines, without resorting to traditional subject-specific teaching. The use of the integration led to the acquisition of generic teaching skills in teachers, whilst holistic understanding and creativity were achieved among the children. Furthermore, children's and teachers’ daily experiences, and the availability of teaching and learning resources are the major factors teachers consider when employing integration in teaching. The setbacks of integration are the teachers, resources, parental, and leadership challenges. The study concludes that the teachers have limitations and felt a need for adequate education in integration. Hence sufficient training is recommended for the in-service and practicing teachers to equip them with the requisite expertise to discharge their responsibilities efficiently. The implications for policy formulation, research, practice, and teacher pedagogical development were discussed A dissertation in the Department of Early Childhood, 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 Education in the University of Education, Winneba

2022-01-01T00:00:00Z Donkor, S.A. http://41.74.91.244:8080/handle/123456789/2074 2026-02-23T09:59:55Z 2023-01-01T00:00:00Z

Provision of support services for learners with low vision in selected regular Basic Schools in the Bibiani Anhwiaso-Bekwai-Muni Donkor, S.A. The purpose of the study was to investigate the provision of support services for learners with low vision in basic schools in the Bbiani-Anhwiaso-Bekwai Munipality. The study, which was qualitative in nature, utilized the descriptive case study design with interview and observation as instruments for data collection. A sample of twenty-five participants were used comprising seven teachers and eighteen learners with low vision from a population of fifty comprising thirty-two teachers and eighteen learners with low vision. The themes were derived from the data and analyzed. Findings from the study revealed that the schools were not having sufficient material resources to meet the learning needs of learners with low vision. The few materials were useful to the learners with low vision. Moreover, the findings of the study revealed that regular teachers were the major resource persons available to the learners with low vision. However, they were not able to provide services as often as it should be. It was indicated that resource teachers were not attached to the regular teachers to render services to the learners with low vision. The findings again indicated that teachers were not able to provide instructional support to the learners with low vision frequently due to inadequate teaching and learning materials and limited time available. The findings further indicated that learners with low vision encountered many challenges such as academic challenges in reading and writing, social challenges with their sighted peers and challenges in physical locomotion which affected their learning needs and overall development. It was recommended that the schools should provide enough material resources to support learners with low vision to meet their learning needs. Again, the Municipal Education Office should provide schools with trained teachers who have knowledge in Special Education to accommodate learners with low vision in the regular schools. Finally, the learning environment, both class room and school compound should be adapted and equipped for free physical locomotion from place to place. 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 Master of Philosophy (Special Education) in the University of Education, Winneba

2023-01-01T00:00:00Z Mawuena, F.K. http://41.74.91.244:8080/handle/123456789/2066 2026-02-23T09:59:47Z 2022-01-01T00:00:00Z

Perception of teachers on the implementation of inclusive education in the Kwahu East District of the Eastern Region Mawuena, F.K. The study investigated the perception of teachers on the implementation of inclusive education in the Kwahu East District of the Eastern Region. The quantitative approach using a descriptive survey was employed for the study. The sample for the study was 200 teachers from 25 basic schools in the district. The 25 basic schools were chosen using the simple random technique whilst census technique was used to sample the participants from the selected schools. The SPSS software version 23.0 was used to assist in the data analysis. The study showed that teachers had a positive attitude towards learners with disabilities in the classrooms; however, the environment was not facilitating their full participation. The study further indicated that teachers were only ready to include learners with mild disabilities in their classrooms. It was again revealed that there are inadequate material resources to make inclusion a reality. The study further showed that teachers had little knowledge in curriculum adaptations to meet the needs of learners with disabilities. It was recommended among other things that Ghana Education Service (GES) should organize in-service training for teachers on curriculum adaptations. It was again suggested that GES provides more special educators to the district to support the efforts of the teachers. A thesis in the Department of Special Education, Faculty of Educational Studies submitted to the School of Graduate Studies, in partial fulfillment of the requirement for the award of the degree of Master of Philosophy (Special Education) in the University of Education, Winneba

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