MAKING INCLUSIVE EDUCATION A REALITY: THE ROLE OF TEACHERS, PARENTS AND ADMINISTRATORS

Richard Marfo, Jonathan Kwame Mensah, William Kwabena Nantwi

Abstract


The study used basically a survey design which employed the quantitative approach to investigate how children with special learning needs (SENs) are supported to learn together in the inclusive classroom with the focus on finding the level of support for children in five (5) inclusive schools in the Cape Coast Metropolis, Ghana. The sample size involved 86 teachers, 6 administrators (Head teachers) and 40 parents. In all, a total of 132 participants were involved in the study. Questionnaire was designed in close-ended format for the teachers, administrators and parents. The basic structure of the instrument was based on four Point Likert-type scales. The Likert-scale items questionnaire was analysed using frequencies, percentages, means and standard deviation. A tally sheet was used to generate frequency counts out of which percentages were calculated based on the scores assigned to each rating. These data were then analysed using the SPSS computer system. It was found from the study that, there are low levels of material or human support for pupils with special educational needs in inclusive classrooms. On material support, the parents indicated that their children do not receive any material support from Ghana Education Service to support their children and they do not get any financial support from Non-Governmental Organizations (NGO’s). It is recommended that teachers, parents and administrators should come together to provide the needed support for pupils with special education needs to ensure the success of the inclusive agenda.

 

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inclusive classroom, special learning needs, inclusive education

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References


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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2946

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