Teachers’ strategies for enhancing participation of pupils with disabilities in selected inclusive Basic Schools in South Tongu District, Ghana.

Abstract

The purpose of this study was to examine teachers‟ strategies for enhancing the participation of pupils with disabilities in selected inclusive basic schools in the South Tongu District. The design employed was descriptive survey. Purposive sampling technique was used to select ten head teachers, while simple random sampling technique was used to select one-hundred forty teachers from ten selected pilot inclusive schools. Questionnaire was used to gather data. Data from the questionnaire were analyzed using frequencies and percentages. Analysis of the data revealed that majority of pupils have mild and moderate disabilities for example reading and calculation difficulties hence making it challenging for pupils with such conditions to cope with academic work. It was also realized that high percentage of teachers did not use the appropriate methodology in teaching pupils with mild and moderate disabilities in the pilot inclusive schools. It was recommended that, teachers must use the appropriate pedagogy in teaching pupils with mild and moderate disabilities, teachers must offer one-on-one instruction to pupils and the District Education Office must employ more sign language instructors and Braille readers to help the hearing and visually impaired pupils during teaching and learning.