Abstract:
This study was conducted to explore the views of resource teachers on the role they play
in the implementation of inclusive education in Ghana. The study adopted the survey
design and used teacher-made questionnaire for the collection of data. Through the
purposive sampling technique, the researcher involved 105 resource teachers in the study.
Through the descriptive analysis, the data collected were analysed to reflect the research
questions. The findings were: A total (68.2%) of the resource teachers were of the view
that resource teachers have the skills, knowledge and competencies needed in inclusive
setting. Again (55.8%) of the resource teachers agreed that resource teachers play active
role in assessment in the inclusive setting. Finally (60.5%) of the resource teachers were
of the view that they do not collaborate with parents and other professionals in the
inclusive setting. Based on these findings the researcher recommended special training on
the use of technology and assistive devices to enhance their role in technological areas.
Again, there should be in-service training and orientation on how to collaborate with
professionals and parents. The implication for further research was also suggested.
Description:
A Dissertation in the Department of SPECIAL EDUCATION, Faculty of
EDUCATIONAL STUDIES submitted to the School of Graduate Studies,
University of Education, Winneba, in partial fulfilment of the requirements
for the award of the MASTER OF EDUCATION (Special Education) degree
DECEMBER, 2014