Teachers experiences in teaching learners with special educational needs in public schools. A case of selected schools in Afadzato South District, Ghana

Abstract

The study focused on ‘teachers’ experiences in teaching learners with special educational needs in public schools in Afadzato South District, Ghana. The research design used for this study was a Case Study using qualitative approach. The targeted population for the study was twenty (20) teachers in three selected public inclusive schools where there are learners with special educational needs having their education alongside their non-disabled counterparts in the Afadzato South district. The researcher used purposive sampling to select six (6) teachers for the study from the larger population. The researcher obtained data for the study through combination of instruments such as interview guide, and focused group discussion. This was because the methodology underpinning this study lends itself these instruments The main objectives of the study was to find out the teaching pedagogies that teachers within public schools can use in teaching learners with Special Educational Needs in public schools in Afadzato South District. It also found out availability of teaching resources teachers in public schools can use to effectively teach learners with Special Educational Needs. Again the study was to find out the exact behavior management techniques teachers can use in handling learners with disruptive behaviors in the classroom and the ways by which these teachers can be supported to improve upon teaching learners with Special Educational Needs in public schools. Four research questions with probes were formulated to guide the study. The finding indicated that most public school teachers find it difficult in teaching learners with Special Educational Needs (SEN) in the inclusive settings because majority of these teachers do not have the required skills regarding the specific or appropriate teaching pedagogies to be used. In conclusion, it is important as a first step for teachers to allow the opportunity for learners with SEN to be enrolled into schools and the necessary actions on how they would be effectively taught can come into play. It is recommended that teachers teaching in public schools should develop a positive approach to teaching that promotes good behavior among all learners. However these approaches must be modified to ensure that they are develop