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Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nded.). Alexandria, VA: Association for Supervision and Curriculum Department.

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Article

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

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


World Journal of Social Sciences and Humanities. 2019, Vol. 5 No. 2, 101-110
DOI: 10.12691/wjssh-5-2-6
Copyright © 2019 Science and Education Publishing

Cite this paper:
Ambrose Agbetorwoka, Micheal Yawo Tsyawo, Christopher Yao Dewodo, 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.

Correspondence to: Christopher  Yao Dewodo, St. Francis College of Education, Hohoe, Volta Region, Ghana. Email: dewochris73@gmail.com

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.

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