Abstract:
The purpose of this study was to investigate the various assessment practices teachers
employ in assessing children with intellectual disabilities in inclusive classrooms in
the Kumasi metropolis. A descriptive survey design was adopted using a sample of
120 early childhood teachers from 22 public inclusive schools in the Kumasi Metro.
The purposive sampling technique was used to select all 22 public inclusive schools,
while convenience sampling technique was employed to select the actual respondents
for the study. Questionnaire was used to gather the research data. Means and Standard
deviations were used as statistical tools to analyse the data. The findings revealed that
most inclusive public early childhood teachers in the Kumasi metropolis have a
positive view about assessment practices and confirm to employ it in assessing
children with intellectual disabilities in inclusive classrooms. It was also evident that
most inclusive public early childhood teachers in the Kumasi metropolis have
knowledge about assessment practices in inclusive schools. Again, it was revealed
that most public early childhood teachers in the Kumasi metropolis employ
assessment tools in supporting the learning need of children with intellectual
disabilities in inclusive schools. However, from the findings, it was found that most
public early childhood teachers in the Kumasi metropolis are faced with many
problems that hinder them in their quest to administer assessment tools on children
with intellectual disabilities in inclusive classrooms.
It was therefore recommended that more workshops and in-service training should be
organized to inclusive public early childhood teachers in the Kumasi metropolis with
respect to their assessment practices for the intellectually difficult children. In
addition, teachers should also be sensitized on regular basis on the importance of their
assessment practices with regard to construction, administration and scoring of tests.
Description:
A thesis in the Department of Early Childhood,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Early Childhood Education)
in the University of Education, Winneba
DECEMBER, 2019