Pre-Service Teachers’ Perceptions on Procedures to Identify and Assess Children with Special Educational Needs and Disabilities: The Case of Tutors’ of Colleges of Education in Ghana

The study aimed at exploring the perceptions tutors in Colleges of Education have on how the Colleges of Education Curriculum adequately prepare pre-service teachers to enable them identify and assess children with special educational needs and disabilities for effective inclusive education in Ghana. A descriptive survey design was adopted and the purposive sampling technique used to select three of the ten regions of the country. Out of the three regions, 13 Colleges of Education were purposively selected and the convenience sampling technique used to select 235 tutors. Percentages and frequencies were used as statistical tools to analyse the research data generated from questionnaire instrument. The findings revealed that 119(53.36%) of the respondents agreed that the curriculum enables pre-service teachers to identify various categories of children. Respondents who agreed that the curriculum teaches pre-service teachers how to screen were 73(32.74%), while 86(38.57%) agreed that the curriculum teaches pre-service teachers how to seek for parental consent before referral. Only 13(5.83%) agreed that the curriculum exposes pre-service teachers to the various assessment centres in Ghana where children who are suspected to have disabilities can be referred to. There were 44(19.73%) who agreed with the statement that the curriculum enables pre-service teachers to develop Individualised Education Programme for children with special educational needs and disabilities. On the basis of the findings, some recommendations were made for tutors of the Colleges of Education to clarify identification and assessment procedures to pre-service teachers when teaching. This will prepare them for inclusive education in the country. Keywords: Identification and assessment, Pre-service teachers. Tutors, Inclusive education, Ghan

Teachers’ perceptions about the effects of children’s experiences of learning on their later emotional and social development

It is generally believed that children’s success in grappling effectively with emotional and social challenges in later years largely depends on their childhood experiences. Using a mixed-methods approach, this study explored the perceptions that teachers in a primary school in Ghana held about this belief. Data was collected using a questionnaire and interviews. Sixty teachers voluntarily participated in the study. The study found, among other things, that the ability of a child to cope with emotional and social challenges in later years depends on teachers’ attitudes in terms of their commitment, sensitivity to the child’s needs, and ability to structure the teaching and learning environment. Based on the fi ndings, the study recommends that in making placement decisions in primary schools, educational departments should place emphasis on teachers’ commitment to children’s development.Proceedings of the 5th biennial International Conference on Distance Education and Teachers’ Training in Africa (DETA) held at the University of Nairobi, Nairobi, Kenya, 30 July - 1 August 2013

Guidance and counselling for pupils with special educational needs in Accra, Ghana: implications for inclusive education

Pupils with special educational needs require guidance and counselling services to overcome their social and psychological challenges. The study explored available guidance and counselling services in three special schools in Ghana. The concurrent triangulation mixedmethod design was used. The samples of pupils (88) and staff (3), comprising administrators and guidance and counselling coordinators were purposively selected for the study. Data were collected with a questionnaire and an interview guide. Quantitative data was analysed using descriptive statistics, specifically, frequencies and percentages while in the qualitative analysis, the thematic approach was used. The importance of guidance services was prevalent. The facility enabled discussions regarding pupils’ educational goal construction, career plan development and solving relationship problems among pupils, their staff and parents. Regional Education officers were subsequently recommended to liaise with their counterparts at the Guidance and Counselling and Special Education Regional offices to monitor special schools, which will enable them to ensure widened service access and effective implementation

The Role of Permissive and Neglectful Parenting Style in Determining the Academic Performance of Adolescents in the Senior High Schools in the Birim Municipality

The purpose of the study was to examine the impact of parenting styles on the academic performance of adolescents in the senior high school of Birim Central Municipality in Ghana. To accomplish this, a descriptive survey research design procedure using a quantitative approach was employed. A sample size of 317 respondents were used for the study. Questionnaire was used to obtain data from the respondents. The data was analysed using inferential statistics (multiple regression and Pearson Product Moment Correlation). The study revealed that generally, the academic performance of adolescents in the third year in the Senior High School of Birim Central Municipality in Ghana was greatly influenced by the type of parenting style the parents adopt. However, the findings from study suggest that differences in academic performances of students in the study area were as a result of the variations in parenting styles used by parents.  Overall, authoritarian parenting style was found to have a more significant effect on students’ academic performance than other parenting style. Additionally, students from authoritarian homes were found to perform better than the others from other parenting homes. It was therefore, recommended that there should be awareness of parenting styles and their dimensions of parenting by the Municipal Assembly, Ghana Education Service, the Parent Teacher Associations within the Senior High Schools, the Clergy and the Media within the Birim Central Municipality in Ghana. This will help parents to adopt the right parenting style and it dimensions. Keywords: Parenting, Permissive, Neglectful, Parents, Adolescen

Effect of repeated reading on the reading ability of children with reading difficulties

Utilising the quasi-experimental research design, the study investigated the effect of repeated reading on the reading ability of children with reading difficulties. Simple random and purposive sampling techniques were used to select 22 Basic Three children for the study. The experimental group comprised 12 children while the control group had 10. Running record was used for the data collection. The study revealed that Repeated Reading (RR) is an effective and significant approach that can be used to improve children’s reading abilities. There was a statistically significant difference in the scores of children in the experimental group and children in the control group. The study recommended that school heads, administrators and teachers should make a conscious effort to screen pupils in primary three to ascertain their reading abilities. Ministry of Education (MOE) in collaboration with school heads should provide in-service training for teachers to enable them acquire the requisite skills and strategies to teach pupils who face reading challenges

Teachers' attitudes to inclusion in Ghana

The purpose of this study was to survey the attitudes of teachers in Ghana towards children with special educational needs (SEN) and disabilities in relation to the UNESCO (1994) Salamanca Statement on inclusion. Using random sampling techniques, five. hundred and forty trained and un~rained mainstream Primary School teachers were selected from three of the ten regions of Ghana to respond to questionnaire items composed of educational placement options and bi-polar emotional reactions. Sixteen. of the participants were interviewed using a semi-structured interview guide consisfing of scenarios on the assessment results ofchildren with SEN and disabilities. The results, including chi-square analysis, showed that teachers in Ghana were generally positive towards the inclusion of children with SEN and disabilities. Their greatest 'concern, however, was with children with sensory disabilities (that is the deaf and blind) and severe to profound intellectual difficulties. In some of the SEN categories, statistically significant diffe~ences were found between teachers in terms of gender, level of teaching experience, knowledge ofhow to teach children with SEN and disabilities and the location of school in terms region or level of urbanisation. However, no differences were found between teachers in attitudes to inclusion in terms of age, qualification or length of teaching experience. Further, the results showed that irrespective of a teacher's gender, level of experience and/or knowleage of SEN and disabilities, teachers generally experienced anxiety, dissatisfaction and worry in teaching children with SEN and disabilities. On the basis of the fmdings, conclusions were drawn that global agendas are subject to national and local interpretation. It therefore sounds logical' for research and . policies to be context specific. This way, attitudes could be better understood and policies and regulations on SEN fashioned to meet local situations and standards

Causes of test anxiety among students in the faculty of education, University of Cape Coast, Ghana

Tests are invaluable tools to educators but their over-dependence on tests in recent times has heightened the negative impact of test anxiety on its victims. Though the causes of test anxiety are many and varied, understanding them could greatly help bring the rather perturbing test anxiety situation among students under control. The study was a descriptive research design involving a sample of 376 fi rst- and fi nal-year students, purposively selected from 2 871 students in the Faculty of Education at the University of Cape Coast, Ghana. Data was collected by means of a structured questionnaire, which had a Cronbach alpha reliability coeffi cient of 0.80. Focus group discussions were also held separately with students in each year group to gather further data. Questionnaire results were analysed as to frequencies and percentages under a two-point scale of ‘Agree’ and ‘Disagree’, while responses from the focus group discussions were transcribed and summarised under two relevant themes on test anxiety. The study revealed that fear of examination failure, poor preparation for tests and the rigid grading system at the University of Cape Coast are typical causes of test anxiety among students. It is therefore recommended that counsellors at the University teach students good study habits and encourage them to commence serious studies immediately when school reopens.Proceedings of the 5th biennial International Conference on Distance Education and Teachers’ Training in Africa (DETA) held at the University of Nairobi, Nairobi, Kenya, 30 July - 1 August 2013

Inclusive education in Ghana: what are the levers for change?

The philosophy of inclusive education necessitates rigorous changes in the school system for it to be effective. In order to respond to the challenge, countries are required to develop structures that make it possible for schools to adapt curricula and pedagogical strategies to meet the needs of all children, including those with special educational needs. Such changes must be ecosystemic, requiring the involvement of all stakeholders, including schools, the home and community, and voluntary organisations. What are the changes that need to be made to effectively translate theory into practice to celebrate the outcomes of inclusivity? On the basis of the experience of the United Kingdom, this paper explores certain levers that have to be critically considered to make inclusive education a reality in Ghana.Proceedings of the 3rd biannual International Conference on Distance Education and Teachers’ Training in Africa (DETA) held at the University of Cape Coast, Cape Coast, Ghana, August 200

Teacher Educators’ Views on Inclusive Education and Teacher Preparation in Ghana

The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the implementation of inclusive education in Ghana. The study found positive attitudes and considerable support for inclusive education. However, the majority of teacher educators were of the view that Ghana was inadequately prepared for the implementation of inclusive education. Their reasons and concerns were generally found to include: inadequate teacher preparation, unpreparedness of teacher educators, inadequate emphasis on inclusive instructional strategies and lack of teaching and learning materials. The implications of these findings for future reforms of inclusive teacher education were discussed.peerReviewe

Perspectives of stakeholders on parent-school partnerships in basic schools in the South Tongu District of Ghana

This research employed qualitative method to study how parents-school partnership influences academic performance of pupils in South Tongu District in the Volta Region of Ghana. Two schools and 16 participants (6 parents, 6 teachers, and 4 pupils) were purposively selected. The studyadopted semi-structured interview to collect data. The key endings were that pupils' academic performance could improve when parents providepupils with learning resources. The study further revealed that parents' educational background, economic activities, nature of school climate,and poverty can pose barriers to parent-school partnership. Finally, it was indicated that education, attendance at PTA meetings, reduction of pupils'workload, and organization of school events could help improve parent school partnership. The study recommends that parents should beempowered economically by government to be able to meet the educational obligations to their pupils. Also, schools should establish rapport with parents to create enabling environment for discussion of pupils' school matters