Colleges of Education Tutors’ Perceptions on the Adaptation and Modification Approaches for Children With Special Educational Needs and Disabilities in Ghana

Abstract

<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>

Investigating Inclusive Education Practices of Teachers in Selected Primary Schools in the Wassa Amenfi West District, Ghana

“…For example, some teachers feel unprepared for the task of inclusion [14,15] and others believes inclusion is the responsibility of others [16,17]. Despite solid policy efforts made by the government, it appears the extent to which it has been done remains elusive [9,18,5,19,6] Consequently, this study is intended to investigate the extent to which the pilot inclusive education project in the Wassa Amenfi West District has been implemented.…”

Implementation of Learner-Centred Curriculum in the Colleges of Education in Ghana: An Assessment of Chemistry Tutors’ Classroom Practices

“…Since the inception of this current 4-year B.Ed Chemistry curriculum in 2018, studies conducted by many researchers (e.g., Amoako, Attia, Awini & Denteh, 2021;Buaben, Ntow & Otami, 2020;Oduro, Akuka, & Kuranchi, 2022) have not touched on how the curriculum was being implemented. This current study seeks to find out the instructional strategies and assessment methods used by Chemistry tutors in the implementation of the curriculum.…”