Abstract:
This study focused on the assessment of teachers’ capacity in teaching in inclusive classes in
ten selected schools in Akuapem North Municipality. In an extension, the study seeks to
understand the quality of training in the existing inclusive teacher education programmes in
Ghana and how regular classroom teachers are prepared in carrying out inclusive task in
everyday classroom. Four research questions were raised to direct the study. The research
design for the study was descriptive survey. A total of 85 teachers formed the sample size of
the study. The data for the study was obtained through the use questionnaire. Data was
analyzed quantitatively and statistically using percentages. The result indicated that teachers
were exposed to in-service training on inclusive education. However, there was inadequate
pre-service preparation to equip teachers with requisite knowledge on inclusive education.
Recommendations therefore, were made for the need to provide adequate pre-service
preparation and in-service training for successful inclusive education in Ghana. The study
concluded that for inclusive education to succeed and meet the diverse needs of all children,
quality teacher preparation, adaptation of teaching and learning strategies, supply of adequate
special instructional materials and support services for teachers are paramount and cannot be
discounted.
Description:
A Dissertation in the DEPARTMENT OF SPECIAL EDUCATION, of the FACULTY
OF EDUCATIONAL STUDIES, submitted to the School of Research and Graduate
studies, University of Education, Winneba, in partial fulfilment of the requirement for
the award of Degree of MASTER OF EDUCATION IN SPECIAL EDUCATION of the
UNIVERSITY OF EDUCATION, WINNBA