Ghanaian teachers: competencies perceived as important for inclusive education

Title
Ghanaian teachers: competencies perceived as important for inclusive education
Publication Date
2016
Author(s)
Kuyini-Abubakar, Ahmed
Yeboah, Kofi Asiama
Das, Ajay Kumar
Alhassan, Awal Mohammed
Mangope, Boitumelo
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United Kingdom
DOI
10.1080/13603116.2016.1145261
UNE publication id
une:19508
Abstract
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.
Link
Citation
International Journal of Inclusive Education, 20(10), p. 1009-1023
ISSN
1464-5173
1360-3116
Start page
1009
End page
1023

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