Abstract
The paper sought to determine the perceptions Colleges of Education tutors hold on how the current curriculum helps pre-service teachers to collaborate with other professionals and parents to manage children with special educational needs and disabilities for effective inclusive education in Ghana. A descriptive survey design was adopted using a sample of 235 tutors from 13 public Colleges of Education in Ghana. The lottery method was used to select four out of the sixteen regions in Ghana and the purposive sampling technique was used to select all the Colleges within the four 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 pre-service 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 pre-service teachers to effectively and efficiently collaborate with parents and other professionals should be put in place. Keywords: Collaboration, Perceptions, Inclusive Education, Pre-service teachers, Children with Special Educational Needs. DOI: 10.7176/RHSS/11-20-07 Publication date: October 31 st 2021
Highlights
In recent years, Colleges of Education are required to ensure that pre-service teachers are competent so as to cater for the needs of an increasing range of diverse learners
According to Foreman (2001), this move is being furthered by recent international recommendations from the United Nation (UN) and the United Nation Education, Scientific and Cultural Organization (UNESCO) to include content on inclusion as part of teacher training programs
34(15.25%) of the respondents strongly agreed and 54(24.22%) agreed with the statement that the curriculum offered in the Colleges of Education in Ghana teaches pre-service teachers how to partner with parents in educating children with special educational needs and disabilities, but 93(41.70%) of the respondents disagreed and 42(18.83%)strongly disagreed with the statement
Summary
Colleges of Education are required to ensure that pre-service teachers are competent so as to cater for the needs of an increasing range of diverse learners. It is unclear whether the pre-service curriculum helps teacher-trainees on how to consult other professionals and parents in managing children with special educational needs and disabilities in inclusive classroom.
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