Investigating Inclusive Education Practices of Teachers in Selected Primary Schools in the Wassa Amenfi West District, Ghana
Douglas Fofie
Department of Education, Akrokerri College of Education, Ashanti Region, Ghana.
Isaac Attia *
Department of Education Gambaga College of Education, North East Region, Ghana.
Michael Essilfie
Asankrangua Buadum, Basic School, Western Region, Ghana.
Merri Akongyam
Ashanti School for the Deaf, Ashanti Region, Ghana.
*Author to whom correspondence should be addressed.
Abstract
This article presents findings on the current status of inclusive education practices in Wassa Amenfi West District in the Western Region of Ghana.The population comprised in-service teachers in the country.The key objective of the study was to survey the views of teachers on the extent to which the pilot inclusive education project has been implemented in the District after the implementtion of Inclusive Education in the country.The approach to the study is quantitative with the cross-sectional descriptive as its design. We collected data from 50 teachers of inclusive primary schools in the Wassa Amenfi West District. Data analysis involved percentages and frequencies of multiple-scaled items. Findings revealed that teachers adapt the curriculum in diverse ways. The schools’ environments somewhat promoted access for learners with disabilities. Teachers had knowledge in identifying learners with special needs in the classroom but admitted that they were deficient in skills in Individualised Education Plans (IEP).It can be concluded a lot more needs to be done in terms of infrastructural modification as well as training of teachers, especially, in IEP preparation. It is suggested solutions to improve the current practices will require whole-school professional development and the provision of specialised equipment and materials.
Keywords: Inclusive education, implementation, professional development, curriculum adaptation, infrastructural modification, Ghana
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