Abstract:
This study focused on the challenges teachers face in handling children with disability
in inclusive early childhood centers and the training level of teachers handling pupils
with disabilities in the Talensi district. This study used a constructivist lens to highlight
the barriers faced by children in inclusive early childhood centers. The case study
design was employed in the study and purposive sampling was used to select the early
childhood centers. The study sample was 10 respondents because of the in-depth nature
of the study. The study used semi-structured interview and observation checklist to
collect data from respondents. In total, four (4) disability types were found which
included low Vision (Partially sighted), Hearing impaired, Hyperactive and children
with Learning Disability. Each of the schools under study recorded at least one
disability. It was revealed by the study that in-service training is not regularly organized
for special education teachers in the inclusive early childhood centers and also
unavailability of teaching and learning resources. The challenge the study identified
was that teachers did not feel sufficiently knowledgeable and professional about the
teaching of the children with disability and thus were not adequately equipped to deal
with problems and consequently avoided teaching and paying much attention to the
needs of the child with disability. It was recommended that the teachers should be given
enough training in special education to enable them handle learners with disability
effectively. Supervision and Monitoring department should be continued and Early
Childhood Center Heads should be detached from the primary and Junior High Schools
for effective supervision
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 Requirement for the Award of
Master of Education
(Early childhood Education)
in the University of Education, Winneba
JUNE,