Preservice teachers’ preparation towards the practice of inclusive education at the University of Education, Winneba

Abstract

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.