Ghanaian teachers: competencies perceived as important for inclusive education

The study aimed to explore the teaching competencies teachers in Ghana perceived as important to their teaching in inclusive classrooms. Using a quantitative research approach, 163 regular school teachers from two geographic regions of Ghana completed a 14-item questionnaire titled Perceived Competencies for Inclusive Teaching Scale and an open-ended question about the supportive resources they require to be effective in their classrooms. Descriptive statistics, ANOVA and t-tests were used to analyse the data and the results showed that Adapting Instructional Materials, Behaviour Management, among others were important competencies. Teachers in multigrade classrooms considered particular skills are important, reflecting their challenging roles. The respondents also identified the availability of teaching materials, support teachers, more training as key support resources, which will enhance their effectiveness in the classroom. We discuss the implications for future teacher training.

[1]  R. Burden,et al.  A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority , 2000 .

[2]  D. Chapman,et al.  Contributions and Constraints to the Implementation of Inclusive Education in Lesotho , 2009 .

[3]  P. Deku,et al.  Building new identities in teacher preparation for inclusive education in Ghana , 2011 .

[4]  P. Westwood.  What Teachers Need to Know About Learning Difficulties , 2008 .

[5]  A. Bandura.  Self-efficacy: toward a unifying theory of behavioral change. , 1977, Psychological review.

[6]  Ahmed Bawa Kuyini,et al.  Student Teachers' Attitudes and Concerns about Inclusive Education in Ghana and Botswana. , 2011 .

[7]  Spencer J. Salend,et al.  Creating Inclusive Classrooms: Effective and Reflective Practices , 2000 .

[8]  Angela W. Little,et al.  Education for All and Multigrade Teaching: challenges and opportunities , 2006 .

[9]  Robert F. DeVellis,et al.  Scale Development: Theory and Applications. , 1992 .

[10]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[11]  L. Chisholm,et al.  Curriculum reform in post-1990s sub-Saharan Africa , 2008 .

[12]  Ajay Das,et al.  Inclusive Education in India: Are the Teachers Prepared?. , 2013 .

[13]  Umesh Sharma,et al.  What concerns pre-service teachers about inclusive education: An international viewpoint? , 2007 .

[14]  Thomas E. Scruggs,et al.  The Inclusive Classroom: Strategies for Effective Instruction , 1999 .

[15]  Ajay Das,et al.  Perceptions of ‘inclusion’ and perceived preparedness among school teachers in Sri Lanka , 2014 .

[16]  Ahmed Bawa Kuyini,et al.  Principals’ and teachers’ attitudes and knowledge of inclusive education as predictors of effective teaching practices in Ghana , 2007 .

[17]  Patricia F. Vadasy,et al.  How Cooperative Learning Works for Special Education and Remedial Students , 2003 .

[18]  Tina Jarvis,et al.  Primary teachers’ changing attitudes and cognition during a two‐year science in‐service programme and their effect on pupils , 2004 .

[19]  Paulo Freire,et al.  Pedagogy of the Oppressed , 2019, Toward a Just World Order.

[20]  A. Akyeampong.  Extending basic education to out-of-school children in Northern Ghana: what can multigrade schooling , 2006 .

[21]  Jason T. Abbitt,et al.  Identifying influences on attitudes and self-efficacy beliefs towards technology integration among pre-service educators , 2007 .

[22]  A. Alhassan,et al.  Teacher Effectiveness in Adapting Instruction to the Needs of Pupils With Learning Difficulties in Regular Primary Schools in Ghana , 2014 .

[23]  D. Philpott,et al.  Promoting Leadership in the Ongoing Professional Development of Teachers: Responding to Globalization and Inclusion , 2010 .

[24]  J. D. Johnson.  Success in innovation implementation , 2001 .

[25]  Lynn S. Fuchs,et al.  Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote Reading Achievement , 2000 .

[26]  S. Robson,et al.  Theories of Inclusion, Theories of Schools: deconstructing and reconstructing the ‘inclusive school’ , 1999 .

[27]  M. Ainscow,et al.  Making Sure that Every Child Matters: Enhancing Equity within Education Systems , 2010 .

[28]  Ahmed Bawa Kuyini,et al.  Providing Instruction to Students with Special Needs in Inclusive Classrooms in Ghana: Issues and Challenges , 2008 .

[29]  Lorri J. Santamaría,et al.  Collaboration, Co-Teaching, and Differentiated Instruction: A Process-Oriented Approach to Whole Schooling. , 2004 .

[30]  S. Mukhopadhyay,et al.  Teacher trainees’ level of preparedness for inclusive education in Botswana schools: need for change , 2009 .

[31]  Ida Marie Brandt Pekeberg.  Inclusive Education in Ghana : An Analysis of Policies and the Practices of One Mainstream School and One Inclusive School in the Greater Accra Region , 2012 .

[32]  Sharon Vaughn,et al.  Strategies for Teaching Students with Learning and Behavior Problems , 1988 .

[33]  Peng Xiaguang,et al.  Inclusive Education:the Way of the Future , 2008 .

[34]  Mary T. Brownell,et al.  Teacher Efficacy And Perceived Success In Mainstreaming Students With Learning And Behavior Problems , 1999 .

[35]  Umesh Sharma,et al.  The development of an instrument for measuring pre-service teachers' sentiments, attitudes, and concerns about inclusive education , 2007 .

[36]  Ajay Das,et al.  Implementing inclusive education in Delhi, India: regular school teachers’ preferences for professional development delivery modes , 2013 .