Abstract:
This study is about inclusive education in two pilot schools in Manya Krobo District.
The methodology utilized was qualitative. It mainly involved the use of interviews
and observation as the method for data collection.In all 31 respondents were
conveniently sampled for the study and were made up of 12 teachers and 19 pupils
from four different categories of disabilities. Analysis of the data revealed that the
teachers had no idea about inclusive education. The teachers were not adequately
prepared for the concept. Rather a teacher from each school was provided in service training. The attitude of some of the teachers was also a barrier to the
programme. Also four (4) of the nine (9) categories of disabilities were identified in
the schools under study.Finally, recommendations were made in the light of the
findings, and this included among others a day or two observation training at any of
the special schools to enable teachers handle the different categories of disabilities in
the classrooms, annual in-service training should be organized, to build confidence in
the regular teachers and officers of special Education Division should pay periodic
visit to the schools to evaluate the progress of special needs children.
Description:
A Dissertation in the DEPARTMENT OF SPECIAL EDUCATION, of the
FACULTY OF EDUCATIONAL STUDIES, submitted to the School of Research
and Graduate Studies, University of Education, Winneba, in partial fulfillment of
the requirement for the award of Degree of MASTER OF EDUCATION IN
SPECIAL EDUCATION of the
UNIVERSITY OF EDUCATION, WINNEBA.
University University of of Education,Winneba:http://ir.uew.edu.gh Education,Winneba:http://ir.uew.edu.gh
SEPTEMBER, 2010
