Towards an inclusive teaching: Examining educator’s skills in identifying children with special needs in inclusive classroom in Adansi North District, Ghana
DOI:
https://doi.org/10.58256/ects.v2i1.651Keywords:
inclusive education, special needs, regular education, programme modification, instructional strategiesAbstract
The study examined the skills regular education teachers in the Adansi North District have in identifying children with special needs in inclusive classroom. The descriptive survey design was used for the study. The census sampling technique was used to sample 120 regular education teachers from public basic schools for the study. A 49-item questionnaire was used for data collection and the Cronbach’s coefficient alpha for the questionnaire was 0.79. Frequencies, percentages, means and standard deviations were used to analyse the data. The results revealed that, regular education teachers in the Adansi North District were prepared in identifying children with special needs in inclusive classroom. The teachers indicated that they collaborated with professionals and also performed routine screening to identify individuals with special needs in their classrooms. The study recommends that teachers need to be motivated by the Government of Ghana to show more commitment in ensuring effective implementation of inclusive education in their classrooms.
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