Teachers’ inclusive education practices in early childhood centres in the Tamale Metropolis

Abstract

This study explored teachers’ inclusive education practices in early grade centres within the Tamale Metropolis. The researcher adopted a mixed-methods concurrent design. A total of 141 respondents were sampled through quota, simple random, and purposive sampling techniques. The quantitative data were analysed using frequencies and percentages, while the qualitative data were analysed using a thematic approach. The findings revealed that teachers in early childhood centres differentiate instruction by employing various teaching strategies, such as visual aids, hands-on activities, and group work, to address the diverse learning needs of learners. Additionally, teachers use a range of assessment methods, including oral, written, and practical tasks, to evaluate learners’ performance and accommodate different learning needs. The study concluded that teachers create inclusive and supportive learning environments in early childhood centres. By incorporating diverse teaching strategies and assessment methods, they address individual learner needs effectively. Furthermore, teachers promote socialization through cooperative activities and make environmental adaptations, such as seating arrangements and assistive tools, to enhance accessibility for learners with diverse needs. To further support inclusive education, the study recommended regular professional development workshops for teachers to enhance their skills for differentiating instruction. These workshops should emphasize flexible grouping, varied teaching materials, and multiple learning activities to cater to different learning needs. It also recommended that the Ghana Education Service (GES) develop and enforce guidelines for inclusive assessment procedures for early childhood teachers. These guidelines must promote the use of varied assessment methods to evaluate learners’ performance fairly and objectively.