Abstract:
This study evaluated inclusive education practices in selected schools in the
Winneba township. The study considered the physical environment of the inclusive
schools, the resources and facilities available, how teachers adapt the curriculum
and their instructions, as well as the support services available for inclusive
education in the township. Forty teachers in 10 inclusive pilot schools were
observed for the study. An observation checklist was the main instrument used to
collect data for the study. Data were analyzed with simple frequencies and
percentages. The study revealed that 52.2% of the inclusive practices were
accepted. Among the recommendations is the need for Ghana Education Service to
work together well with teachers to provide ample avenues for fieldwork or
practicum experiences in inclusive schools before completion of teacher education
programmes. It was also recommended that the physical environment or school
compound of inclusive schools must be made safer and comfortable for both
teachers and students regarding accessibility to the school buildings and easy
movement around the teaching and learning areas. Again there should be effective
collaboration between regular teachers and other specialists to enhance the
instruction and provision of services for children with disabilities in inclusive
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, impartial fulfillment of the requirements for award of the Degree of
Master of Philosophy (Special Education)
JUNE, 2015