Provisions teachers make for pupils with special educational needs in three selected inclusive

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.