Abstract:
The purpose of this study was to find out the perceptions of teachers about inclusion of
children with special needs in St John’s Anglican Basic School, Winneba. The study
was anchored on the interpretivist paradigm, which utilised the qualitative case study
design. The study sampled participants which is made up of nine teachers and two (2)
head teachers. Data was collected using a semi-structured interview guide and analysed
using thematic analysis. The findings of the study revealed that teachers’ understanding
about the inclusive education include the fact that inclusive education is about creating
a learning environment that values and respects the diversity of all learners and provides
equal opportunities for learning and success. Also, teaching and learning materials
(TLMs), resources persons and grouping of learners are some instructional strategies
employed by the teachers to meet the special needs of children. Based on the findings
and conclusions of the study, it is recommended that efforts should be made by head
teachers and teachers to promote and support understanding of inclusion of children
with special needs. This can be achieved through workshops, seminars, and peer-topeer
learning opportunities aim at the professional development and training for
teachers to enhance their knowledge and skills in providing inclusive education.
Description:
A thesis in the Department of Special 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 Philosophy
(Special Education)
in the University of Education, Winneba
