World Journal of Social Sciences and Humanities
ISSN (Print): 2474-1426 ISSN (Online): 2474-1434 Website: http://www.sciepub.com/journal/wjssh Editor-in-chief: Apply for this position
Open Access
Journal Browser
Go
World Journal of Social Sciences and Humanities. 2019, 5(2), 101-110
DOI: 10.12691/wjssh-5-2-6
Open AccessArticle

Examination of Teachers’ Strategies for Enhancing the Participation of Pupils with Disabilities in Selected Pilot Inclusive Schools in South Tongu District

Ambrose Agbetorwoka1, Micheal Yawo Tsyawo1, Christopher Yao Dewodo2, and Felix Selorm Korbla Dali3

1Akatsi College of Education, Akatsi, Volta Region, Ghana

2St. Francis College of Education, Hohoe, Volta Region, Ghana

3Ola College of Education Cape Coast, Central Region Ghana

Pub. Date: July 28, 2019

Cite this paper:
Ambrose Agbetorwoka, Micheal Yawo Tsyawo, Christopher Yao Dewodo and Felix Selorm Korbla Dali. Examination of Teachers’ Strategies for Enhancing the Participation of Pupils with Disabilities in Selected Pilot Inclusive Schools in South Tongu District. World Journal of Social Sciences and Humanities. 2019; 5(2):101-110. doi: 10.12691/wjssh-5-2-6

Abstract

The purpose of this study was to examine teachers’ strategies for enhancing the participation of pupils with disabilities in selected inclusive basic schools in the South Tongu District. The design employed was descriptive survey. Purposive sampling technique was used to select ten Head teachers, while simple random sampling technique was used to select one-hundred and forty teachers from ten selected pilot inclusive schools. Questionnaire was used to gather data. Data from the questionnaire were analyzed using frequencies and percentages. Analyses of the data revealed that majority of pupils have mild and moderate disabilities for instance reading and calculation difficulties. Learners had difficulty coping with academic work. It was also realized that high percentage of teachers did not use the appropriate methodology in teaching pupils with mild and moderate disabilities in the pilot inclusive schools. It was recommended that, teachers should use the appropriate pedagogy in teaching pupils with disabilities, teachers must offer one-on-one instruction to pupils and the District Education Office must employ more sign language instructors and Braille readers to help the hearing and visually impaired pupils during teaching and learning.

Keywords:
disabilities inclusive mainstream impairment participation

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Hayford, S. (2013). Special Educational Needs and Quality for All. Department of Special Education, Winneba.
 
[2]  Carroll, A., Forlin, C. & Jobling, A. (2003) the impact of teacher training in special education on the attitudes of Australian pre-service general educators towards people with disabilities. Teacher Education Quarterly, 30 (3), 65-79.
 
[3]  Education Strategy Plan of Ghana 2010-2020, Ministry of Education, Youth and Sports.
 
[4]  Ghana Education Service (2013-2014) Annual District Performance Report, South Tongu.
 
[5]  Ghana Education Service (2014). Report from Circuit Supervisors, unpublished
 
[6]  Field Report From Circuit Supervisors, (2014). South Tongu District Education Office. Unpublished.
 
[7]  Avoke, M. (2008). Introduction to Special Education for Universities and Colleges Accra: the City Publishers.
 
[8]  American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (Fifth ed.) Arlington, VA: American Psychiatric Publishing.
 
[9]  Barker, J.M. & Zigmond, N. (1995). An exploration of the meaning and practices of special education in the context of full inclusion of students with learning disabilities. The journey of special education. 29/09/15.
 
[10]  Hoyt, C. Eye. (2007). 21, 1285-1289.2 “Cognitive vision, its disorders and differential diagnosis in adults and children: knowing where and what things are” in Developmental Disabilities, 40(1), 24-33.
 
[11]  Ocloo, M. A. (2011). Effective Education for Persons with Visual Impairments in Ghana. Department of Special Education, University of Education Winniba Ghana
 
[12]  Ocloo, M., Mottey, D.A., Boison, C. (2005). Comprehensive Study Notes on Special Education. Department of Special Education, Winneba, Ghana. Willie Publications.
 
[13]  Taub, d., Elaine, b., Kimberly g. (2011). “Stigma Management Through Participation in Sport and Physical Activity: Experience of Male College Students with Physical Disabilities” Human Relations. 11 52: 1469-1484.
 
[14]  Yeboah, K.A., Yekple, E. (2011). Special Needs Education: Perspectives and Insights. A practical Guide for Teachers. Department of Special Education. University of Education, Winneba, Ghana.
 
[15]  Pelech, J., & Pieper, G. (2010). The comprehensive Handbook of Constructivist Teaching. From theory to Practice. Information Age, United States of America.
 
[16]  Rogoff, B. (2003). The Cultural Nature of Human Development. New York: Oxford University Press.
 
[17]  Gartin, B.C., Murdick, N.L., Imbeau, M., and Perner, D.E. (2002). How to use differentiated instruction with students with developmental disabilities in the general education classroom. Arlington, VA: Council for Exceptional Children.
 
[18]  Yseldyke, J. E., Thurlow, M. L, Rubia, J.W., & Nania, P. (1990). Mainstream teachers’ instructional adaptations. Sage publication Inc.
 
[19]  Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nded.). Alexandria, VA: Association for Supervision and Curriculum Department.
 
[20]  Shaddock, A.J., Neill, J., van Limbeek, C. and Hoffman-Raap, L. (2007). What adaptations do classroom teachers make for students with disabilities in their classrooms and why / why not? New York: Routledge Falmer.
 
[21]  Loreman, T., Deppeler, J. & Harvey, D. (2005). Inclusive education: A practical guide to supporting diversity. Sydney: Allen & Unwin.
 
[22]  Mc Chesney, J. (2002). Whole-school reform. ERIC Digest, Number 124. ERIC Clearing house on Educational Management Eugene.
 
[23]  Avramidis, E., Bayliss, P. & Burden, R. (2000). Inclusion in action: an in-depth case study of an effective inclusive secondary school in the South-West of England. International Journal of Inclusive Education, 6(2), 143-163.
 
[24]  Ainscow, M. (2007). What are the levers for change to develop inclusive education systems? IN:Final Report: Regional Workshop on Inclusive Education: Getting All Children into School and Helping Them Learn [Online]. Available from: UNESCO http://www2.unescobkk.org/elib/publication/Inclusive-Edu/^[Accessed 15 July 2017].
 
[25]  Parker, B. (2006). Instructional adaptations for students with learning disabilities: an action research project. Intervention in school and clinic, 42(1), 56-58.
 
[26]  Subban, P. (2006). Differentiated instruction: a research basis. International Education Journal, 7(7), 935947.
 
[27]  Cardona-Molton, Mc. (2003). Mainstream teachers ‘acceptance of instructional adaptations in Spain. European Journal of Special Needs Education, 18(3), 311-332.
 
[28]  Department of Education, South Africa (2005). Conceptual and operational guidelines for the implementation of inclusive education: special schools are resource centres. Pretoria: Government Printer.
 
[29]  Bornman, J. &Rose, J. (2010). Believe that all can achieve: increasing classroom participation in learners with special support needs. Protoria: Van Schaik.
 
[30]  Moody, Vaughn, Hughes & Fischer (2000), How effective are one to one tutoring programs in reading for Elementary students at risk for reading failure. A Meta analysis of the intervention research. Journal for education psychology 2000, vol. 92 no. 4, 605-619.
 
[31]  Bothma, M., Gravett, S. &Swart, E. (2000). The attitudes of primary school teachers towards Inclusive Education. South African Journal of Education, 20(4): 200-203.
 
[32]  Lewis, R.G. & Doorlg, D. (2006). Teaching special students in general education classroom. Upper Saddle River, NJ: Pearson
 
[33]  Shaddock, A. Giorcelli, L. & Smith, S. (2007). Students with disabilities in mainstream classrooms: a resource for teachers. Canberra: Australian Government.
 
[34]  Mastropieri, M., &Scruggs, T.E. (2007). The inclusive classroom: strategies for effective instruction. 3rdedition. Columbus, Ohio: Merrill.
 
[35]  Salend, S. J. (2011). Creating inclusive classrooms: effective and reflective classrooms (4thed.). Upper Saddle River, NJ: Merrill Prentice Hall.
 
[36]  Bamber, J. & Tett, L. (2001). Ensuring integrative learning experiences for non-traditional students in higher education. Widening participation and lifelong learning, 3 (1).
 
[37]  De Vita, G. (2000). Inclusive approaches to effective communication and active participation in the multicultural classroom: An international business management context. Active learning in Higher Education, 1(2), pp. 168-180.
 
[38]  Madriaga, M., Goodley, D., Hodge, N. and Martin, N. (2007). Enabling transition into higher education for students with Aspeger’s Syndrome. York: Higher Education Academy
 
[39]  Martins, S. (2006). Teaching motor skills to children with cerebral palsy and similar movement disorder: A guide for parents and professionals. Bethasda, MD: Woodbine House.
 
[40]  Hockings, C., Cooke, S., & Bowl, M. (2010). Learning and teaching in two universities within the context of increasing students’ diversity: complexity, contradictions and challenges. in David, M. (ed.) Improving learning by widening participation. London: Routledge.
 
[41]  Adams, S. (2011). Literacy instruction for English Language Learners. New York: King-fisher.
 
[42]  Avoke, M. Hayford, S., & Ocloo, M. (1999). Principles and Methods in Special Education. Accra: Primex Press.
 
[43]  Hallahan, D.P., Kauffman, J.M., & Pullen P.C. (2009). Exceptional Learners: An Introduction to Special Education, Boston: Pearson.
 
[44]  Hayford, S. & Avoke, S. (2011). “Teachers Support Strategies for Lower Achievers in Basic Schools in Ghana”, Multicultural Learning and teaching: Vol. 6: Issue 1 Article 6.
 
[45]  Gall, M.D., Bord, W. R. & Gall, J.P. (2007). Educational Research; an introduction. ( 8th ed) London : Longman
 
[46]  Neale, M. J., & Liebert, M. R. (1980). Science and Behaviour: An introduction to methods of research. Englewood Cliffs: Prentice-Hall.
 
[47]  Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational Research: Competencies for Analysis and Application (9th edition) Upper Saddle River NJ: Merrill/ Pearson Education, Inc.
 
[48]  Best, W., J. & Kahn, J.V. (1995). Research in Education. New Delhi: Prentice – hall of India Private Limited.
 
[49]  Burns, A. (1999). Collaborative action research for English Language Teachers. United Kingdom: Cambridge University Press.
 
[50]  Creswell, J.W. (2002). Educational research; planning, conducting, and evaluating quantitative and qualitative research. New Jersey: Pearson Education Inc.