Ghanaian teachers: competencies perceived as important for inclusive education

Kuyini, A, Yeboah, K, Das, A, Alhassan, A and Mangope, B 2016, 'Ghanaian teachers: competencies perceived as important for inclusive education', International Journal of Inclusive Education, vol. 20, no. 10, pp. 1009-1023.


Document type: Journal Article
Collection: Journal Articles

Title Ghanaian teachers: competencies perceived as important for inclusive education
Author(s) Kuyini, A
Yeboah, K
Das, A
Alhassan, A
Mangope, B
Year 2016
Journal name International Journal of Inclusive Education
Volume number 20
Issue number 10
Start page 1009
End page 1023
Total pages 15
Publisher Routledge
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.
Subject Specialist Studies in Education not elsewhere classified
Special Education and Disability
Teacher Education and Professional Development of Educators
Keyword(s) Ghana
inclusive education
teacher competencies
teacher training
DOI - identifier 10.1080/13603116.2016.1145261
Copyright notice © 2016 Taylor & Francis.
ISSN 1360-3116
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