http://41.74.91.244:8080/handle/123456789/634 2026-06-23T00:57:00Z http://41.74.91.244:8080/handle/123456789/5292 Early Childhood Teachers' attitude toward inclusion in Early Childhood Centres within the Ayawaso West Municipality Asare-Darko, R. The purpose of this study was to investigate early childhood teachers’ attitudes toward inclusion in early childhood centres within the Ayawaso West Municipality. This study employed an exploratory case study design, whereas purposive sampling was employed to sample 14 teachers, the study employed semi-structured interview guide, the data was analysed thematically. The study found that teachers in the Ayawaso West Municipality generally support inclusive education because it promotes equity and social development among learners. However, many teachers feel inadequately prepared to effectively address the diverse learning needs of children in their classrooms. They emphasized the importance of a flexible curriculum but identified challenges such as inadequate resources, large class sizes, and weak administrative and parental support. Cultural beliefs were also found to influence teachers’ attitudes toward inclusion, as societal perceptions of disability sometimes conflict with inclusive education principles. The study therefore concludes that successful inclusive education requires a comprehensive reform involving cultural, structural, and professional changes. This includes addressing societal beliefs about disability, providing adequate institutional support, and equipping teachers with practical inclusive teaching strategies. The study recommends professional development programs for teachers, increased funding for learning materials and assistive devices, stronger administrative and parental support, and the inclusion of cultural competence training in teacher preparation programs. A dissertation in the Department of Early Childhood Education, Faculty of Applied Behavioural Sciences in Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Education (Early Childhood Education) in the University of Education, Winneba NOVEMBER, 2025 2025-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5290 Deaf students’ views on the influence of co-curricular activities on their social and academic life at Akenten Appiah University of Skill Training and entrepreneurial development Birago, C.A. The purpose of this study was to determine deaf students’ views on the influence of co-curricular activities on their social and academic life at Akenten Appiah Menken University of Skill Training and Entrepreneurial Development (AAMUSTED). This study employed a qualitative approach and a case study design. Astin’s (1992) theory of student participation was employed in this study. Data was gathered through census sampling from 13 deaf students. Semi-structured interviews were used for data collection and thematically analyzed. The findings of the study revealed that the types of co-curricular activities deaf students at AAMUSTED engage in include academic co-curricular activities, physical activities, and religious co-curricular activities. Regarding how co-curricular activities influence the social life of deaf students at AAMUSTED. The study established that these activities help students develop personal competence, social and interpersonal skills, and provide them with a personal sense of belonging. The study further revealed that co-curricular activities influence deaf students’ academic life. Specifically, they help students develop cognitive and good time management skills. Therefore, it was recommended that AAMUSTED should encourage its students to actively participate in a diverse range of co-curricular activities, including academic clubs, sports, and religious groups, as these provide valuable opportunities for skill development, social bonding, and personal competence. 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 DECEMBER, 2021 2021-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5289 Deaf students’ adoption of Learning Management System at the University of Education, Winneba Otsiabah, C. This study investigated deaf students’ usage nature on learning management system and the determinants of their engagement with the system. Guided by three research objectives, quantitative approach was adopted and a descriptive correlational design was utilized. Data was gathered from 65 undergraduate deaf students using a questionnaire. Descriptive techniques and regression-based path analysis were employed to analyse participants’ responses while ensuring all required ethical protocols. Study revealed; first, a moderate level of LMS usage by deaf students with commonly engaged activities for individual coursework (assignments, accessing materials) while collaborative learning was less used. Secondly, performance expectancy, effort expectancy, and facilitating conditions had direct and indirect significant effect on deaf students’ LMS use behaviour while information and instructional assessment qualities informed LMS use only through their behaviour intention, while social influences did not. Thirdly, age moderated the LMS adoption, with younger deaf students’ intentions and use behaviours more sensitive on performance expectancy, effort expectancy, and social influence than older deaf students, while gender only moderated performance expectancy and social influence for male deaf students. The study recommended that; deaf students be encouraged to use LMS for more than accessing course materials but as medium to interact and collaborate to facilitate academic and social integration. Also, lecturers and LMS service providers should help enhance deaf students’ intention and use behaviour through improved content and assessment qualities by ensuring more inclusive and accessible materials and features. Lastly, lecturers and LMS service providers should enhance deaf students’ engagement by providing age tailored strategies. A thesis in the Department of Special Education, Faculty of Applied Behavioural Sciences in Education, 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 OCTOBER, 2025 2025-10-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5288 Cultural practices and their influence on early childhood education- examining challenges and opportunities in the Avatime traditional area Kuhlor, E. This study examined the influence of cultural practices on early childhood education in Avatime Gbadzeme, a rural community in the Ho West District of the Volta Region of Ghana. The purpose was to explore how indigenous cultural values and traditions shape early learning experiences, and to identify ways in which these practices can be integrated into formal education. The research adopted qualitative research approach and case study design under the interpretivist paradigm, involving 25 purposively selected participants made up of teachers, parents, and community elders. The Data were gathered through semi-structured interviews and focus group discussions and analyzed thematically. The findings revealed that the stakeholders hold positive attitudes toward cultural integration in early education, viewing culture as vital for moral development, discipline, and identity formation. Storytelling, communal childrearing, traditional songs, and language use were identified as major cultural practices that enhance cognitive, emotional, and social growth. However, gender-based cultural expectations and rigid school curricula were found to hinder equitable participation and full cultural inclusion. The recommends that the Ministry of Education and Ghana Education Service promote culturally responsive pedagogy in curriculum design and teacher training. Integrating cultural knowledge into formal education will enhance relevance, inclusivity, and holistic child development in Ghana. A dissertation submitted to the School of Graduate Studies, in partial Fulfilment of the requirements for the award of the degree Master of Education (Early Childhood Education) Department of Early Childhood Education, Faculty of Educational Studies, UNIVERSITY OF EDUCATION, WINNEBA NOVEMBER, 2025 2025-11-01T00:00:00Z