Abstract:
The purpose of this research was to find out the opinions teachers have about teaching
pupils with visual impairments in some selected inclusive schools in the Ada East
District of the Greater Accra Region of Ghana. The cross-sectional design was used.
The sample size was 50 and a simple random technique was used to select a sample
size. The research instrument used was a Likert scale questionnaire. The quantitative
data from the questionnaire were analysed with simple percentages and the results
were represented on frequency tables. The study found that there are negative
opinions among teachers when it comes to their quest to teach children who are
visually impaired in inclusive classrooms. Again, it was established that some of the
factors that inform teachers’ opinions include inadequate training, inability to read
Braille, lower levels of experience with the teaching of children who are visually
impaired, and inadequate resources for teaching, among others. The study further
found that there were inadequate resources available for the effective teaching of
children who are visually impaired in the inclusive schools where the study was
undertaken. It also came to light that some other challenges identified with the
resources included, but not limited to, the unavailability of embossers, braille sheets,
and reading stands that would ensure smooth teaching and learning in these schools.
Based on the findings, the researcher recommended that the government must
encourage greater awareness of issues concerning disability. Also, the Ghana
Education Service should organize in-service training for the teachers to ensure that
they acquire the requisite skills to manage these classes of pupils in the inclusive
setting. Again, it was recommended that the government and other stakeholders
should ensure that there are in-service trainings that would help teachers in inclusive
classrooms to acquire knowledge on how to use assistive devices.
Description:
A DISSERTATION IN THE DEPARTMENT OF SPECIAL EDUCATION,
FACULTY OF EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL
OF RESEARCH STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR AWARD OF
THE MASTER OF EDUCATION (SPECIAL EDUCATION) DEGREE
DECEMBER, 2017