http://41.74.91.244:8080/handle/123456789/740 2026-05-10T14:48:13Z http://41.74.91.244:8080/handle/123456789/5207 Assessing computer technology usage by students with visual impairment at the University of Education, Winneba Okyere, F. The study focused on assessing computer technology usage among students with visual impairment at the University of Education, Winneba (UEW). The sample was made up of 20 students with visual impairment from various departments and one staff member responsible for supporting students’ use of computer technology. The researcher collected data through semi-structured interviews, together with focus group discussions and observational methods, within a qualitative research approach and a case study design. The findings unveiled several noteworthy outcomes. Students needed assistive technologies such as JAWS and NVDA screen readers to use computer technology. Many students faced challenges with high-level computer skills because they received insufficient training in advanced document preparation, web usage, and software tweaks. Students who demonstrated independent computer use existed along with individuals who needed peer assistance because their institution’s support was not enough. Students faced additional challenges when striving to use computer technology because they lacked personal computers and experienced unreliable assistive programmes in addition to financial limitations. The research pointed out several limitations that ranged from limited access to university digital interfaces to insufficient technological equipment and limited skills in using assistive tools and an inadequate support structure. The study recommends strengthening institutional provisions through sustained training in computer and assistive technologies, improved access to functional devices and updated accessibility software, and the enhancement of reliable internet services. It further emphasises the need for adequate technical support structures, integration of assistive technology training within the curriculum, and the establishment of financial support or device loan schemes. 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 MARCH, 2026 2026-03-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5086 Preservice teachers’ preparation towards the practice of inclusive education at the University of Education, Winneba Bunbun, D.U. The study investigated preservice teachers’ preparation towards the practice of inclusive education at the University of Education, Winneba, focusing on the department of Special Education. The study explored their knowledge on inclusive education, preparation on the selection and use of Teaching and Learning Resources, and the ability to adapt teaching strategies, and assessment practices. The study compared two groups of the preservice teachers; both in Special Education and Community-Based Rehabilitation and Disability Studies and Disability Studies units. Using the random number method of the simple random sampling technique, a sample of 320 preservice teachers (160 from each group), a z-test was conducted to determine if significant differences exist between the groups in their preparedness for inclusive education. The findings reveal no statistically significant differences between Special Education and Community-Based Rehabilitation and Disability Studies preservice teachers in their knowledge on inclusive education, readiness to select and use appropriate TLRs, adapt teaching strategies, and implement inclusive assessment practices. The p-values obtained from the z-tests indicated that any observed differences were not statistically significant, suggesting that both groups are equally prepared in these areas. These results suggest that both Special Education and Community-Based Rehabilitation and Disability Studies training programs are equally effective in equipping preservice teachers with the necessary skills and knowledge for inclusive education. However, the results from the study indicates that, few of both groups of preservice teachers are not prepared for the implementation of inclusive education, and it is therefore recommended that, the management of the University of Education, Winneba. The department of Special Education should modify their curriculum to offer a comprehensive training for preservice teachers in these areas to better equip them for inclusive practices, and to allow preservice teachers to embark on a periodic School Teaching Support (STS) during their training to enable them gain hands on experience on inclusive practices. A thesis in the Department of Special Education, Faculty of Educational Studies, submitted to the school of Graduate Studies, in partial fulfillment of the requirements for award of the degree of Master of Philosophy (Special Education) in the University of Education, Winneba 2024 2024-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5075 Social relationships among students with visual impairments and their sighted peers in Nusrat Jahan Ahmadiyya college of education in the Upper West region of Ghana. Asaah, C. This study investigated into how students with visual impairments interact socially with their sighted peers at Nurast Jahan Ahmadiya College of Education in Wa. Using a case study approach and purposive sampling, the researchers selected a group that included 6 visually impaired students, 4 sighted students, and 2 tutors. Data was collected through semi-structured interviews and observations, focusing on the dynamics of social interaction within the college setting. The findings were analyzed thematically, guided by the research questions. The results revealed a mixed picture of social engagement. Some students were able to build strong, meaningful connections, while others felt isolated or excluded during peer interactions. Similarly, some sighted students were welcoming and supportive, but others held negative attitudes or chose not to engage at all. Interestingly, despite facing some social challenges, many of the students with visual impairments expressed a strong sense of self-worth and confidence. They didn’t see themselves as limited or incapable. Based on these findings, the study recommends introducing sensitivity and awareness training for both sighted students and tutors. These sessions should aim to build empathy, correct misconceptions, and equip participants with practical tools to encourage more inclusive social interactions. Additionally, the study suggests setting up peer support programs that pair sighted students with visually impaired students. These partnerships could help foster better understanding through mentoring, collaborative learning, and shared social experiences. A thesis in the Department of Special Education, 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 (Special Education) In the University of Education, Winneba. DECEMBER, 2023 2023-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5066 Support services available for promoting independent functioning in persons with multiple disabilities at multikids inclusive academy. Kwofie, D. Support Services Available for Promoting Independent Functioning in Persons with Multiple Disabilities at Multikids Inclusive Academy, Ghana. These services include specialized educational programs, personalized healthcare, and community-based initiatives. This thesis aimed to identify the support services available for individuals with multiple disabilities, examine the role of teachers in delivering these services at Multikids Inclusive Academy, explore the challenges teachers face, and identify the coping strategies they adopt. A qualitative research approach was employed to explore personal experiences rendering support services to help people with multiple disabilities, A Case study design was employed to have an in depth understanding of how support services help individuals with multiple disabilities function independently. Using expert purposive sampling to select four participants. The researcher used a semistructured interviews procedure and an observation guide to collect data for the study. Data collected from participants were analyzed thematically through verbatim transcription, coding, drawing of themes and analyses of findings were made. The findings highlight the importance of adopting a comprehensive and individualized approach to support, with teachers playing a central role in facilitating access to specialized interventions and promoting inclusive education. Despite the challenges they encounter, such as limited resources and training, teachers adopt various strategies to cope and effectively support learners with multiple disabilities within the school environment. A thesis in the Department of Special Education, School of Education and Life-Long Learning, 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) at the University of Education, Winneba SEPTEMBER 2024 2024-09-01T00:00:00Z