Abstract:
The study focused on finding out the provisions teachers make for pupils with special
educational needs in three selected inclusive pilot basic schools at Pokuase in the
Greater Accra Region of Ghana. The study employed the descriptive survey design.
Purposive and simple random sampling techniques were used to select the sample size
of 112 respondents. Descriptive statistical method was used to analyse questionnaire
data for the study. Data from the semi-structured interviews were analysed using
thematic data analysis. Findings from the study revealed among others that; (i)
teachers could not provide supplemental instructions and modify text for pupils with
special educational needs; (ii) instructional materials such as tape recorders and text in
braille were not provided, computers were not adapted to enhance easy access for
pupils with special educational needs; (iii) related services such as interpreting, school
health and audiological services were not provided. It was therefore recommended
that (a) teachers should expand the teaching methodology to include supplemental
instruction; (b) teaching and learning materials should be provided to include tape
recorders, text in Braille, adapted computers for easy access especially those with
special educational needs; and (c) related services should be expanded to include
interpreting, school health, and audiological services.
Description:
A Thesis 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 award of the MASTER OF PHILOSOPHY
(SPECIAL EDUCATION) Degree