Abstract:
The study examined headteachers' experiences in enforcing educational rights for
special needs learners in kindergarten centers within the Awutu-Senya-East
municipality. Employing an exploratory case study design and interpretative
qualitative framework, it delves into dynamic issues using purposive and convenience
sampling, totaling 14 participants. Data collected through interviews, field notes, and
observations. Thematic analysis was used to analyzed data. The study revealed that
most headteachers have received some training, concerns persist about duration and
frequency, indicating a need for ongoing professional development. Also, Material
resource constraints hinder effective teaching, exacerbating disparities in
headteachers' awareness and understanding of inclusive education policies.
Recommendations include enhancing policy implementation, promoting inclusive
school cultures, addressing resource limitations, improving headteachers training, and
raising awareness. Further research avenues include longitudinal studies, comparative
analyses of policy implementation, and evaluations of teacher training programs,
exploring parental perspectives, and investigating inclusive classroom practices.
Description:
A thesis in the Department of Early Childhood Education,
Faculty of Applied Behavioural Science Education, Submitted to the School of
Graduate, in partial fulfilment
of the requirement for the award of
Master of Philosophy
(Early Childhood Education)
in the University of Education, Winneba
SEPTEMBER, 2024
