The article analyses the effectiveness and challenges of the use of the white cane and makes suggestions for its effective use. We explain that the white cane is one of the widely used and famous orientation and mobility (O&M) tools designed for pupils with visual impairment to move independently in their environment. By employing the descriptive qualitative design, we draw our findings from 12 participants who were pupils of the Akropong School for the Blind in Ghana. We make implications and conclude on the findings for policy formulation on the white cane, and make suggestions for future research work.
<p>The article sought to determine perceptions of Colleges of Education tutors on how the current Colleges of Education curriculum equips pre-service teachers to adapt and modify the general school curriculum to accommodate the needs of all children with special educational needs and disabilities for effective inclusive education in Ghana. A descriptive survey design was adopted using a sample of 235 tutors from 13 Colleges of Education in Ghana. The lottery method was used to select four regions out of the sixteen regions of the country and the purposive sampling technique was used to select all the colleges within the four regions, while convenience sampling technique was used to select the actual respondents for the study. Questionnaires with closed ended items were developed for the data collection. It was evident from the study that majority of the tutors believed that the curriculum prepares pre-service teachers to adapt the general school curriculum to accommodate the needs of all children with special educational needs and disabilities in an inclusive classroom. Recommendations were made based on the findings and conclusions were drawn.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0783/a.php" alt="Hit counter" /></p>
Leadership practices of school heads can positively or negatively affect learning outcomes and ultimately the educational goals of the country. Understanding the influence factors of leadership practices is fundamental to school improvement. The main aim of this article was to present factors that influence the leadership practices of heads of schools. Using public senior high school teachers and heads in the Tano North District in the Ahafo Region of Ghana as the target population, 158 of them including 154 teachers and 4 headmasters from all 4 schools in the District were selected through a multi-stage sampling technique. Data were collected using the authors’ self-developed questionnaire after pilot-testing for its refinement. The content and construct validity of the instruments were reviewed and validated by experts in the authors'’ institutions. Descriptive statistics (frequency and percentage) were used to analyse the data. The content and construct validity of the instruments were reviewed and validated by experts in the authors' institutions. Descriptive statistics (frequency and percentage) were used to analyze the data. The study found that communication, intelligence and inclusive approach are factors that influence school leadership practices. Based on the findings of the study, the researchers recommend the Ghana Education Service through the Ministry of Education organise periodic leadership training for heads of senior high schools to equip them with appropriate and innovative leadership practices.
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