Evaluation of inclusive education practices in selected pilot inclusive basic schools in the Winneba township

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.