Abstract:
The purpose of the study was to assess the inclusion of learners with special needs in
the kindergarten, a case study at Kyerematen basic school in the New Juaben south
municipality. To achieve this, descriptive survey was adopted. The study was
conducted involving 75 teachers from In Kyerematen Basic School in the New Juaben
South Municipality. Questionnaires were used to elicit responses from selected
teachers. The data was analysed with the help Statistical Package for Social Sciences
(SPPS version 25) to produced descriptive statistics (means and standard deviations).
It was emerged from the study that teachers in Kyerematen Basic School in the New
Juaben South Municipality have a major to play in inclusion education practice. Some
of roles include the fact that teachers are to make school compound comfortable for
pupils with disabilities, teachers are to make sure that pupils with disabilities are not
stigmatized by those pupils without disabilities etc. On the issue of effectiveness of
inclusive education practices in Kyerematen Basic School in the New Juaben South
Municipality, it was evident that inclusive education is effective in the school. Finally
on the challenges, it was revealed that the practicing of inclusive education is
challenged with a lot of factors. This include Inclusive education is stressful when
teachers lack skills in dealing with disabilities, lack of proper teaching and learning
materials that would help accommodate the learners with disabilities is a challenge
with inclusive education. It was recommended that parents should be made aware that
their services are very important in the education of their children, and that their
involvement will be of much value.
Description:
A dissertation in the Department of Early Childhood Education,
Faculty of Educational Studies, Submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Education
(Early Childhood Education)
in the University of Education, Winneba
