An investigation into the academic success of Special Education needs learners in the Early Childhood Education classrooms in the WA municipality

Abstract

The purpose of the study was to investigate into the academic success of Special Education needs Learners in the early childhood education classrooms within the Wa Municipality of the Upper West Region of Ghana. The study adopted the qualitative research approach. The illustrative case study design was adopted for this study. The semi-structured interview guide and an observational checklist were utilized to gather data from 15 participants involving 14 Early Childhood Education teachers and 1 Special Education Coordinator for the study. The snowball sampling technique and purposive sampling techniques were used in selecting the participants for the study. The data was analyzed using thematic analysis procedures. The findings of the study revealed that limited training on special education for teachers and parents results in insufficient knowledge about disabilities and are compounded by a lack of tools for early screening. The study again found that, environmental barriers affecting access, safety, and protection for SEN children, including insufficient infrastructure such as lack of ramps and poor ventilation, along with issues like classroom congestion and stigmatization. Again, the study found that, T a scarcity of special equipment like braille, hearing aids, and mobility devices in schools. The study recommends that; the Ghana Education Service in collaboration with the Wa Municipal Education Directorate strengthens training initiatives for both educators and parents, equipping them with the knowledge and skills necessary to support SEN children effectively. Accordingly, the MoE must also collaborate with relevant stakeholders, such as local authorities and construction companies, to implement necessary infrastructure upgrades. Also, regular assessments of school facilities must be conducted to identify and address any deficiencies that hinder inclusivity.