Inclusion of learners with special needs in the kindergarten education A case study at Kyerematen Basic School in the New Juaben South Municipality

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.