Examination of pre-service teachers’ views on their knowledge and skills towards the practice of inclusive education in Ghana
DOI:
https://doi.org/10.58256/ects.v1i2.456Keywords:
inclusive education, pre-service teacher, pupils with special needs, curriculum, instructional materials, pedagogical knowledgeAbstract
The study examined pre-service teachers’ views on their knowledge and skills towards the practice of inclusive education in Ghana. The study utilized a cross-sectional survey design to ascertain views of pre-service teachers on their preparation towards inclusive education in selected Colleges of Education in the Eastern Region of Ghana. The researcher made use of quantitative approach to enable him collect data from pre-service teachers and tutors. Questionnaire formed the primary data collection instrument. Two different sets of questionnaires were designed for the study; one for the pre-service teachers and the other for the tutors who teach special education in the Colleges of Education. The findings revealed that 89.7% of the pre-service teachers either strongly agreed or agreed that the pre-service teachers are able to identify special needs pupils in the classroom. It was recommended that the programs designed in the Colleges of Education for pre-service teacher preparation should include more sessions of field experience to help equip them with the necessary skills towards inclusive education.
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