Assessing teachers’ capacity in teaching in inclusive classes in eleven selected schools in Akuapem north municipality

Abstract

This study focused on the assessment of teachers’ capacity in teaching in inclusive classes in ten selected schools in Akuapem North Municipality. In an extension, the study seeks to understand the quality of training in the existing inclusive teacher education programmes in Ghana and how regular classroom teachers are prepared in carrying out inclusive task in everyday classroom. Four research questions were raised to direct the study. The research design for the study was descriptive survey. A total of 85 teachers formed the sample size of the study. The data for the study was obtained through the use questionnaire. Data was analyzed quantitatively and statistically using percentages. The result indicated that teachers were exposed to in-service training on inclusive education. However, there was inadequate pre-service preparation to equip teachers with requisite knowledge on inclusive education. Recommendations therefore, were made for the need to provide adequate pre-service preparation and in-service training for successful inclusive education in Ghana. The study concluded that for inclusive education to succeed and meet the diverse needs of all children, quality teacher preparation, adaptation of teaching and learning strategies, supply of adequate special instructional materials and support services for teachers are paramount and cannot be discounted.