COLLEGES OF EDUCATION TUTORS’ PERCEPTIONS ON THE ADAPTATION AND MODIFICATION APPROACHES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES IN GHANA

Authors

  • Richard Amoako PhD, Department of Education, St. Louis College of Education, Kumasi – Ashanti Region, Ghana
  • Isaac Attia Department of Education, Gambaga College of Education, North East Region, Ghana orcid.org/0000-0003-2684-8731
  • Adam Awini PhD, Department of Special Education, University of Education, Winneba, Central Region, Ghana orcid.org/0000-0003-0979-9173
  • Raphael Denteh Department of Education, St. Joseph College of Education, Ahafo Region, Ghana

DOI:

https://doi.org/10.46827/ejes.v8i5.3756

Keywords:

inclusive education, pre-service teacher preparation, colleges of education, adaptation and modification, children with special educational needs and disabilities, perceptions, Ghana

Abstract

The article sought to determine perceptions of Colleges of Education tutors on how the current Colleges of Education curriculum equips pre-service teachers to adapt and modify the general school curriculum to accommodate the needs of all children with special educational needs and disabilities for effective inclusive education in Ghana. A descriptive survey design was adopted using a sample of 235 tutors from 13 Colleges of Education in Ghana. The lottery method was used to select four regions out of the sixteen regions of the country and the purposive sampling technique was used to select all the colleges within the four regions, while convenience sampling technique was used to select the actual respondents for the study. Questionnaires with closed ended items were developed for the data collection. It was evident from the study that majority of the tutors believed that the curriculum prepares pre-service teachers to adapt the general school curriculum to accommodate the needs of all children with special educational needs and disabilities in an inclusive classroom. Recommendations were made based on the findings and conclusions were drawn.

 

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Author Biographies

  • Richard Amoako, PhD, Department of Education, St. Louis College of Education, Kumasi – Ashanti Region, Ghana
    Dr. Richard Amoako is a special educationist and a Tutor at the St. Louis College of Education in Ashanti Region of Ghana. He holds B.Ed., M.Phil., PhD (Special Education) and M.A (Health Education) from the University of Cape Coast. He is also a part-time lecturer at the College of Distance Education and the Institute of Education, University of Cape Coast, Ghana. He does research in inclusive education, teacher preparation, societal perceptions and attitudes towards persons with disabilities.
  • Isaac Attia, Department of Education, Gambaga College of Education, North East Region, Ghana orcid.org/0000-0003-2684-8731
    Isaac Attia, Teachers’ Certificate “A”, B.Ed. M.Phil. (Special Education), is a special educationist and a Tutor at Gambaga College of Education in Northern Ghana. A Senior Tutor at the College of Distance Education, University of Cape Coast and a Teaching Associate at the Education Extension Services Unit, University for Development Studies, Ghana. His research interests include: orientation and mobility, early identification and intervention, differentiated assessment and learning, inclusive education and educational assessment.
  • Adam Awini, PhD, Department of Special Education, University of Education, Winneba, Central Region, Ghana orcid.org/0000-0003-0979-9173
    Dr. Awini Adam, B.Ed., M.Phil., PhD (Special Education), is a special educationist and a Lecturer at the University of Education, Winneba, Ghana. His research interests include but not limited to inclusive education and methodology of educating students with visual impairment.
  • Raphael Denteh, Department of Education, St. Joseph College of Education, Ahafo Region, Ghana
    Denteh Raphael is working as a Tutor at the St. Joseph College of Education in Ghana. He holds an M.Phil. in Educational Planning from the University of Cape Coast, Ghana. His research interests include students` achievement, educational assessment and inclusive education.

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Published

2021-05-24

Issue

Vol. 8 No. 5 (2021)

Section

Articles

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