Abstract:
The purpose of this study was to investigate the development and implementation of
individualised education programme for learners with intellectual disabilities in basic
schools in the Central Region of Ghana. An explanatory mixed method design was
adopted using a sample of 30 special education teachers and 30 general education
teachers from nine basic schools in the Central Region of Ghana. Purposive sampling
technique was used to select nine schools, while convenience sampling technique was
used to select the actual respondents for the study. Questionnaire and focus group
interview guide were used to gather data for the study. Data from the questionnaire
were analysed using percentages and frequencies whilst qualitative data was analysed
using the thematic approach. The study revealed that some special education teachers
could develop and implement Individualised Education Programme (IEP). However,
some special educators and majority of the general education teachers could not
develop and implement IEPs in the schools due to inadequate knowledge,
competency, resources and contribution from other professionals. Also, teachers had
challenges with collecting assessment data, IEP format, time and overcrowded classes
that affected IEP implementation. For teachers to effectively implement IEPs, there is
the need for pre- and in-service training on IEP, and human and material resources to
be available.
Description:
A thesis in the Department of Special Education,
Faculty of Educational Studies, Submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Special Education)
in the University of Education, Winneba
JULY, 2021