Experiences of headteachers about enforcement of educational rights of learners with special needs at Kindergarten Centres in Awutu- Senya-East Municipality

Abstract

The study examined headteachers' experiences in enforcing educational rights for special needs learners in kindergarten centers within the Awutu-Senya-East municipality. Employing an exploratory case study design and interpretative qualitative framework, it delves into dynamic issues using purposive and convenience sampling, totaling 14 participants. Data collected through interviews, field notes, and observations. Thematic analysis was used to analyzed data. The study revealed that most headteachers have received some training, concerns persist about duration and frequency, indicating a need for ongoing professional development. Also, Material resource constraints hinder effective teaching, exacerbating disparities in headteachers' awareness and understanding of inclusive education policies. Recommendations include enhancing policy implementation, promoting inclusive school cultures, addressing resource limitations, improving headteachers training, and raising awareness. Further research avenues include longitudinal studies, comparative analyses of policy implementation, and evaluations of teacher training programs, exploring parental perspectives, and investigating inclusive classroom practices.