Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/19313
Title: Ghanaian teachers: competencies perceived as important for inclusive education
Contributor(s): Kuyini-Abubakar, Ahmed  (author); Yeboah, Kofi Asiama (author); Das, Ajay Kumar (author); Alhassan, Awal Mohammed (author); Mangope, Boitumelo (author)
Publication Date: 2016
DOI: 10.1080/13603116.2016.1145261
Handle Link: https://hdl.handle.net/1959.11/19313
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.
Publication Type: Journal Article
Source of Publication: International Journal of Inclusive Education, 20(10), p. 1009-1023
Publisher: Routledge
Place of Publication: Oxon, United Kingdom
ISSN: 1360-3116
1464-5173
Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
130312 Special Education and Disability
130202 Curriculum and Pedagogy Theory and Development
Field of Research (FoR) 2020: 390305 Professional education and training
390307 Teacher education and professional development of educators
390407 Inclusive education
390411 Special education and disability
390102 Curriculum and pedagogy theory and development
Socio-Economic Objective (SEO) 2008: 930202 Teacher and Instructor Development
930299 Teaching and Instruction not elsewhere classified
930102 Learner and Learning Processes
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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