Inclusive school barriers to children with disabilities in early childhood centers the case of Talensi district

Abstract

This study focused on the challenges teachers face in handling children with disability in inclusive early childhood centers and the training level of teachers handling pupils with disabilities in the Talensi district. This study used a constructivist lens to highlight the barriers faced by children in inclusive early childhood centers. The case study design was employed in the study and purposive sampling was used to select the early childhood centers. The study sample was 10 respondents because of the in-depth nature of the study. The study used semi-structured interview and observation checklist to collect data from respondents. In total, four (4) disability types were found which included low Vision (Partially sighted), Hearing impaired, Hyperactive and children with Learning Disability. Each of the schools under study recorded at least one disability. It was revealed by the study that in-service training is not regularly organized for special education teachers in the inclusive early childhood centers and also unavailability of teaching and learning resources. The challenge the study identified was that teachers did not feel sufficiently knowledgeable and professional about the teaching of the children with disability and thus were not adequately equipped to deal with problems and consequently avoided teaching and paying much attention to the needs of the child with disability. It was recommended that the teachers should be given enough training in special education to enable them handle learners with disability effectively. Supervision and Monitoring department should be continued and Early Childhood Center Heads should be detached from the primary and Junior High Schools for effective supervision