Teacher preparedness in teaching learners with special education needs in early childhood centers in the Nanton District

Abstract

This study assessed the preparedness of teachers to teach learners with special education needs at early childhood education centers in the Nanton District. The convergent mixed methods research design was adopted to guide the study. A total of 80 Kindergarten teachers, 41 head teachers and 8 district education officers were sampled for the study using the purposive and random sampling techniques. Data were collected using questionnaires, observations and interviews. Quantitative data was analyzed in the IBM Statistical Product and Service Solution (IBM SPSS, Version 26) using descriptive statistics such as frequencies and percentages while the qualitative data was analyzed using thematic analysis. The results revealed that majority of teachers had considerable knowledge of and used a range of strategies for teaching learners with special education needs. It was further revealed that teachers utilized wide range of instructional resources in their classrooms to facilitate the learning of children with special education needs. Also, it was revealed that majority of the teachers adapted the curriculum by modifying instructional and assessment materials to accommodate the learning needs of learners with special education needs. Again, the results showed that several physical and environmental modifications were undertaken by majority of the teachers to accommodate the learners with special education needs. Several support systems were available and provided to teachers to enhance knowledge of inclusive practices. The study concluded that teachers at early childhood education centers are prepared for teaching learners with special education needs.