Teachers’ Knowledge of Special Educational Needs and Disability Students and Their Classroom Management Approaches

Gyasi, Mercedes Nana Konadu; Okrah, Abraham Kwadwo; Anku, Joyce

doi:10.5430/wje.v10n4p160

Cited by 4 publications

(5 citation statements)

References 11 publications

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“…Some students struggle with a variety of disabilities and learning problems. As Gyasi et al, (2020) point out, SEN is used to students who, in comparison to children of the same age group, have learning difficulties that make it challenging for them to learn. This means that investigating SEN issues refers to assessing, diagnosing, developing instructional programs, and appropriate teaching/learning strategies as well.…”

Section: Students With Special Educational Needs (Sen)mentioning

confidence: 99%

“…In the nineteenth century, children with mental problems were included. The emphasis of teachers at the time was on the need for help to make life meaningful for SEN, students (Alkahtani, 2016;Gyasi et al, 2020). According to Padurean (2014), students with SEN find it difficult to adapt to a hostile setting where they are made fun of, learning requires a lot of work, and teachers are not fully prepared to manage these circumstances and provide the children with the greatest educational assistance.…”

Section: Introductionmentioning

confidence: 99%

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Teaching English to Kurdish Students with Special Educational Needs: Challenges and Solutions

Hamasaeed,

Abdulrahman

2023

J Univ Hum Dev

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The present study aims to investigate teaching English language to Kurdish students with special educational needs in Sulaimani city. The study focuses on the challenges that the teachers and students with special need face in teaching/learning English. Furthermore, the researchers designed two different tools to collect data: an interview for the teachers of English language and a questionnaire to be answered by the students with special needs. The data is collected from Runaki Institute and Hiwa Institute in Sulaimani city during the academic year 2022-2023. Moreover, mixed-method research is used in this study. The quantitative collected data is analyzed using SPSS, meanwhile thematic analysis is used to analyze the qualitative data. The results show that there are many challenges of teaching English to students with special needs which are relevant to curriculum, shortage of resources, lack of teaching training courses, and so on. Finally, the study presents some possible solutions to overcome the challenges facing students and teachers; the solutions are limited to designing special curriculum for English, conducting different training courses by the national and international experts, setting classes in a special way so that the students can get benefit from, and treating each student as an individual.

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Section: Students With Special Educational Needs (Sen)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching English to Kurdish Students with Special Educational Needs: Challenges and Solutions

Hamasaeed,

Abdulrahman

2023

J Univ Hum Dev

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“…They estimated that they had satisfactory knowledge about learning difficulties, struggling learners, speech-language disorders, ADHD, and intellectual disabilities, while they had poor one about autism, blindness, cerebral palsy, deafness, mental illness, and traumatic brain damage. Research shows that teachers have limited knowledge about children with special educational needs (Gyasi, Okrah, and Anku, 2020) or limited knowledge about how to treat and teach this population in the regular classroom (Mensah, Gyamfi, and Agbezudor, 2022). The focus of this paper is the examination of the information level of educational workers about Down syndrome, and the analysis of previous research has shown that very little research has dealt with this issue.…”

Section: Introductionmentioning

confidence: 99%

Awareness of Education Workers About Down Syndrome

Nikolić,

Lozić,

Šeatović

2023

Research in Education and Rehabilitation

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Inclusive education of children with Down syndrome is the ubiquitous form of education in the world, and educators are expected to be sufficiently informed about the general characteristics of these children to meet their needs in a regular class. The research aims to examine the information level of educators about Down syndrome. The sub-goals are to determine differences in the general information level of educators2about Down syndrome concerning socio-demographic variables (age, gender, length of service, experience working with children with disabilities, occupation). The sample was convenient and consisted of 100 educators who gave informed consent to participate in the research. The information level about Down syndrome was examined by a survey compiled for research purposes. Due to the unevenness of the subsample concerning the socio-demographic variables Mann-Whitney U test and Kruskal Wallis H test were used to process the obtained data. The results showed that educators are well informed about Down syndrome. There are no differences concerning gender, occupation (kindergarten teachers/ elementary school teachers), length of service, and experience in working with children with disabilities. Differences were found concerning age, and educators of the youngest age group (from 20 to 30 years old) are the best informed about Down syndrome. The results should be analyzed concerning the limitations of the research related to the sample and the survey, and therefore there is a need to repeat it in the future. Keywords: knowledge, Down syndrome, kindergarten teachers, elementary school teachers

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“…If teachers are to be competent in educating children with special learning requirements, it is critical that they possess the relevant and necessary training (Gyasi, Okrah, & Anku, 2020). Teachers' inability to assist learners with special academic requirements as a result of insufficient equipment may result in learning deficits for such students.…”

Section: Inadequate Teacher Development and Supportmentioning

confidence: 99%

“…In sum, the appropriate preparation of teachers is essential to capacitate teachers to exploit learners' potential especially in special educational needs [SEN] (Gyasi, Okrah, & Anku, 2020). Teachers' inability to assist students with special demands as a result of insufficient preparation and support might result in learning hurdles being experienced by these students.…”

Section: Staff With Inclusion Expertisementioning

confidence: 99%

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

Mohammed

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This study explored teachers’ understanding and enactment of Inclusion in Early Childhood Education (IECE) in Ghana. Inclusion theorises that, every child of school-going age must have access to quality education regardless of their cultural and socioeconomic dissimilarity. The keystone of the policy is to stimulate inclusion and lessen exclusions in the educational system. By utilising an interpretive qualitative multi-case study approach involving semi-structured interviews, observation, and photo-elicitation instruments, data from six study teachers was collected. The inductive thematic analysis method was used to interpret the data. Findings from the study revealed IECE was understood as the accommodation and merging of learners with disability with their mainstream peers in the same learning environment to reduce stigmatisation, segregation, and exclusionary practices. Disability was a major factor influencing Ghana’s IECE practices, more than equity issues, ability, and stage of child’s enrolment. Despite the progressive principles underpinning IECE, the enactment of the programmes is encountering challenges due to various debilitating factors such as the lack of educational resources, funding, inappropriate training programmes, and conservative cultural views towards children with disabilities. The study recommended that for a high level of IECE practice, the policy should be supported by effective and ongoing training, Government support by providing the required resources, clear policy guidelines, and employing teachers with knowledge and understanding IECE. For an IECE school to succeed, a culture mind shift must begin at the top, with a coherent understanding, shared vision throughout the entire staff, commitment, and best practices in teaching and learning throughout the whole school community. Teachers, policymakers, and other role-players in education should view IECE in the context of learners’ rights to education rather than focusing on disability problems associated with exclusion and segregation. The exploration concludes that, even though the enactment of IECE is fraught with impediments, it is a reasonable practice that should be enacted to achieve national objectives since IECE exposes children to information and skills which is vital for economic growth and confidence building. By meaningfully adopting IECE and enacting it successfully, the nation’s current and future human resource development, will be enhanced. building. By meaningfully adopting the IECE policy and enacting it successfully, the nation’s current and future human resource development, will be enhanced.

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Teachers’ Knowledge of Special Educational Needs and Disability Students and Their Classroom Management Approaches

Cited by 4 publications

References 11 publications

Teaching English to Kurdish Students with Special Educational Needs: Challenges and Solutions

Teaching English to Kurdish Students with Special Educational Needs: Challenges and Solutions

Awareness of Education Workers About Down Syndrome

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

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