Teacher preparedness in handling learners with special educational needs in early childhood centres in the South Dayi District

Abstract

This study explored teacher preparedness in handling learners with Special Educational Needs (SEN) in early childhood centres in the South Dayi District of Ghana. It examined teacher competencies, beliefs, strategies, and resource availability to understand their influence on inclusive education. The study aimed to evaluate how ready teachers are to support learners with SEN in mainstream classrooms. A convergent mixed-methods design was employed, combining quantitative and qualitative approaches. Data were collected from 76 early childhood teachers using structured questionnaires and in-depth interviews, adopting the lottery without replacement of the Simple Random sampling technique for the quantitative phase, while purposive criterion sampling aided the qualitative phase. Quantitative data were analysed using descriptive statistics, while thematic analysis was used for qualitative responses to identify common patterns and deeper insights. Findings revealed that although teachers demonstrated a general awareness of inclusive education principles, many lacked adequate training, skills, and resources to effectively support learners with SEN. Key challenges included limited in-service training, lack of teaching aids, and negative perceptions. However, some of the teachers employed peer support, differentiated instruction, and personal innovation as coping strategies. The results underscore the need for improved teacher training, ongoing professional development, and better resource provision. Addressing these gaps will strengthen inclusive practices and improve learning outcomes for children with SEN. Future researchers in the South Dayi District should explore parent and learner perspectives to inform equitable policy interventions