Abstract:
This study assessed the preparedness of teachers to teach learners with special
education needs at early childhood education centers in the Nanton District. The
convergent mixed methods research design was adopted to guide the study. A total of
80 Kindergarten teachers, 41 head teachers and 8 district education officers were
sampled for the study using the purposive and random sampling techniques. Data were
collected using questionnaires, observations and interviews. Quantitative data was
analyzed in the IBM Statistical Product and Service Solution (IBM SPSS, Version 26)
using descriptive statistics such as frequencies and percentages while the qualitative
data was analyzed using thematic analysis. The results revealed that majority of
teachers had considerable knowledge of and used a range of strategies for teaching
learners with special education needs. It was further revealed that teachers utilized wide
range of instructional resources in their classrooms to facilitate the learning of children
with special education needs. Also, it was revealed that majority of the teachers adapted
the curriculum by modifying instructional and assessment materials to accommodate
the learning needs of learners with special education needs. Again, the results showed
that several physical and environmental modifications were undertaken by majority of
the teachers to accommodate the learners with special education needs. Several support
systems were available and provided to teachers to enhance knowledge of inclusive
practices. The study concluded that teachers at early childhood education centers are
prepared for teaching learners with special education needs.
Description:
A thesis in the Department of Early Childhood Care and Development, Faculty
of Applied Behavioural Sciences in Education, 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
APRIL, 2024
