Abstract:
This study examined the issues emerging from the inclusive practices in three pilot
Basic schools in Agona Swedru Township in the Central Region of Ghana. The study
considered teacher collaborations with parents who had children with special
educational needs and other specialist, teacher preparation and experience, availability
of resources and equipment and the physical environment of the inclusive schools
under study. The reliability co-efficient of the instruments used in this study was 0.94.
Questionnaire and semi structured interview guides were the main instruments used to
collect data for this study. Simple random sampling was used to select teachers who
took part in the study and purposive sampling for parents of children with special
educational needs because they have information that was relevant to the study. Data
were analyzed using frequencies and percentages and content analysis using themes
and comments from questionnaires and interview data. Findings from the study
revealed among others that: most parents were involved in decision making for their
children with special educational needs in the three pilot inclusive schools in Agona
Swedru township. Again some support services such as in class remedial teaching,
sensory screening, and resource room clinical teachings were provided to children
with special educational needs within the Pilot Inclusive Settings. Among the
recommendations is the need for Stakeholders to provide support services as well as
resources such as assistive devices and teaching and learning materials for all pilot
basic inclusive schools for effective inclusion to take place. It was also recommended
that the physical environment, or school building and compound of inclusive schools
must be accessible to ensure easy movement in and around the schools.
Description:
A THESIS IN THE DEPARTMENT OF SPECIAL EDUCATION, FACULTY
OF EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR AWARD OF
THE MASTER OF PHILOSOPHY (SPECIAL EDUCATION) DEGREE
JUNE, 2017