Ghanaian teachers: competencies perceived as important for inclusive education

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.

KEYWORDS:

• Ghana
• inclusive education
• teacher competencies
• teacher training

Notes on Contributors

Ahmed Bawa Kuyini is currently engaged in the School of Health at the University of New England Australia. He coordinates the Bachelor and Master of Social Work at UNE. His research interests include Special /Inclusive education, Disability & Rehabilitation, Child rights including foster care, Refugees & Migration.

Kofi Asiamah Yeboah is a Senior Lecturer/ Coordinator, Centre for Teacher Development and Action Research at The University of Education, Winneba, Ghana His research interests: Education and Social Inclusion of Persons with Special Needs.

Ajay Kumar Das is an Assistant Professor of special education at Murray State University in Kentucky, USA. He has taught in K-12 and higher education classrooms in India, Japan and the United States for the past 20 years. His research interests include inclusive education, co-teaching and special education in developing countries.

Awal M. Alhassan is a lecturer of English and Science at Adult Education in the Ski Municipality in Norway. He has taught geography and social science at the Teachers Training College in Ghana and Upper secondary schools in Lesotho and South Africa for the past 25 years. His research interests include minority education, special education and inclusive education in Ghana and Norway.

Boitumelo Mangope is a lecturer in Special education in the Department of Educational Foundations at the University of Botswana. She holds a Master's Degree in Special/Inclusive Education from the University of Melbourne in Australia. She is currently pursuing PhD studies at the University of Botswana. Her areas of research include inclusive education and intellectual disabilities.