Providing instruction to students with special needs in inclusive classrooms in Ghana: Issues and challenges

Abstract

This study was undertaken to examine the instructional practices of teachers in inclusive classrooms in Ghana. It also assessed the influence of selected teacher background variables on inclusive practices. Thirty-seven (37) teachers from 20 primary schools in two districts completed a background information questionnaire and were observed during instruction in their classrooms. The data were analysed employing descriptive statistics, t-tests and Regression Analysis. The results showed that teachers used fewer instructional adaptations to meet the needs of students with special needs. The teachers' background variable that was most predictive of adaptive instruction was their experience in working with students with disabilities. The implications for meeting the needs of students with special needs through effective inclusive practices in Ghanaian schools are discussed.