Teacher education and inclusion in Ghana : pre-service teachers' preparedness for creating an inclusive classroom

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dc.contributor.author Nketsia, William
dc.date.accessioned 2012-03-07T14:21:38Z
dc.date.available 2012-03-07T14:21:38Z
dc.date.issued 2011
dc.identifier.uri http://urn.fi/URN:NBN:fi:jyu-201203071356 en
dc.identifier.uri http://hdl.handle.net/123456789/37494
dc.description.abstract Education of pupils with special education needs (SENs) in Ghana has been formed around the medical model where pupils with special needs are diagnosed, labelled and taught in segregated special education institutions disconnected from regular mainstream classroom (Hooker, 2008). Recently, there has been increased focus on the adoption of inclusive education (IE) which seeks to reinforce the competence and efficiency of systems in school to reach out to all learners. Therefore, it is important for regular classroom teachers to be trained in the identification and support of the pupils with SENs in order for them to address the needs of all students. Recent studies in Ghana have concentrated on the perception of teachers towards IE and factors impeding its implementation (Agbenyega 2003; Desai & Kuyini 2006). Inadequate training of teachers is one of factors identified; however, they failed to describe the extent of pre-service teachers’ knowledge on the concepts of IE, SENs and instructional strategies for its effective implementation and these were the main objectives for this study. Although, respondents from 200 final year pre-service teachers in three Colleges of Education confirmed the findings of Opoku-Inkoom (2009) that majority of pre-service teachers are knowledgeable of some of the basic concepts of IE and SENs, however, almost half of the respondents demonstrated less knowledge and few of the participants could actually put their knowledge on these concepts into practice. Therefore, the study concluded that full course on inclusive education should be made compulsory for final pre-service teachers couple with a well-planned teaching practice in an inclusive setting to enhance their practical knowledge, skills and attitudes.
dc.format.extent 110 s.
dc.language.iso eng
dc.rights This publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited. en
dc.rights Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty. fi
dc.subject.other pre-service teachers
dc.subject.other inclusive education
dc.subject.other teacher education
dc.subject.other pre-service teachers
dc.subject.other Ghana
dc.title Teacher education and inclusion in Ghana : pre-service teachers' preparedness for creating an inclusive classroom
dc.type Book en
dc.identifier.urn URN:NBN:fi:jyu-201203071356
dc.subject.ysa inkluusio
dc.subject.ysa opetus
dc.subject.ysa opettajankoulutus
dc.subject.ysa Ghana
dc.type.dcmitype Text en
dc.type.ontasot Pro gradu fi
dc.type.ontasot Master’s thesis en
dc.contributor.tiedekunta Kasvatustieteiden tiedekunta fi
dc.contributor.tiedekunta Faculty of Education en
dc.contributor.laitos Opettajankoulutuslaitos fi
dc.contributor.laitos Department of Teacher Education en
dc.contributor.yliopisto University of Jyväskylä en
dc.contributor.yliopisto Jyväskylän yliopisto fi
dc.contributor.oppiaine Education en
dc.contributor.oppiaine Development and International Cooperation en
dc.date.updated 2012-03-07T14:21:38Z

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