Perceptions Of Tutors In Colleges Of Education In Ghana On Pre-Service Teacher Preparation For Effective Inclusive Education

ABSTRACT

The purpose of this study was to explore the perceptions tutors in

Colleges of Education have on pre-service teacher preparation for inclusive

education in Ghana. A descriptive survey design was adopted using a sample

of 235 tutors from 13 Colleges of Education in Ghana. The colleges were

drawn from Central, Ashanti and Brong Ahafo regions. The lottery method

was used to select three regions out of ten and the purposive sampling

technique was used to select all the Colleges within the three regions, while

convenience sampling technique was used to select the actual respondents for

the study. Questionnaire was used to gather the research data. Percentages and

frequencies were used as statistical tools to analyse the data.

The findings revealed that the curriculum offered in Colleges of

Education in Ghana enabled pre-service teachers to identify and assess

children with special educational needs. It also equipped pre-service teachers

with the skills to manage children with special educational needs and

disabilities in inclusive classroom. Again, it was evident from the findings that

the curriculum prepares pre-service teachers on how to do adaptation and

accommodation in the inclusive classroom. However, from the findings, preservice

teachers had difficulties collaborating with other professionals and

parents in managing children with special educational needs and disabilities in

the inclusive classroom.

It was therefore recommended that measures that could help preservice

teachers to effectively and efficiently collaborate with parents and

other professionals should be put in place.

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