Providing instruction to students with special needs in inclusive classrooms in Ghana: Issues and challenges
, Ishwar Desai 21 University of New England, Australia
2 The University of Melbourne, Australia
Dr. Ahmed Bawa Kuyini is a lecturer in special and inclusive education in The School of Education at the University of New England, Armidale, Australia. His research interests are in the areas of inclusive education, disability and welfare policy 2 Dr. Ishwar Desai is an Honorary Senior Fellow in The Graduate School of Education at The University of Melbourne, and a Senior Consultant & Adviser on Disability, Service Provision, Education, Staff Training and Professional Development.
Abstract
This study was undertaken to examine the instructional practices of teachers in inclusive classrooms in Ghana. It also assessed the influence of selected teacher background variables on inclusive practices. Thirty-seven (37) teachers from 20 primary schools in two districts completed a background information questionnaire and were observed during instruction in their classrooms. The data were analysed employing descriptive statistics, t-tests and Regression Analysis. The results showed that teachers used fewer instructional adaptations to meet the needs of students with special needs. The teachers' background variable that was most predictive of adaptive instruction was their experience in working with students with disabilities. The implications for meeting the needs of students with special needs through effective inclusive practices in Ghanaian schools are discussed.
Keywords
- inclusive education
- instructional practices
- Ghana
- special needs
- adaptive instruction
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