Abstract
The study focused on investigating teaching and learning materials teachers provide to enhance participation of students with special educational needs in teaching and learning at Pokuase in the Greater Accra Region of Ghana. The study employed the descriptive survey design. Purposive and simple random sampling techniques were used to select the sample size of 112 respondents. Descriptive statistical method was used to analyse questionnaire data for the study. Results from the study revealed that, teachers provide teaching and learning materials of all kinds during teaching and learning. However, some of these materials do not cater for the unique needs of all learners especially those with special educational needs. Instructional materials such as tape recorders and text in braille were not provided, computers were not adapted to enhance easy access for pupils with special educational needs. The study recommended that teachers provide materials to include tape recorders, text in Braille, materials that are bold with good colour contrast and adapted computers for easy access especially to those with special educational needs . Purpose of the study The study sought to investigate teaching and learning materials teachers provide to enhance learning among pupils especially those with special educational needs in inclusive classrooms. Keywords: provisions, special educational needs, teaching and learning materials, assistive technology. DOI: 10.7176/JEP/11-4-01 Publication date: February 29 th 2020
Highlights
Every student can learn irrespective of his/her disability, sex, race provided the unique needs are addressed during teaching and learning process
Inclusive education as an approach implies all learners, with or without disabilities, to be able to learn together through access to common pre-school provisions, schools and community educational setting with an appropriate network of support services, which can be possible only in a flexible education system that assimilates the needs of diverse learners and adapts itself to meet these needs, ensuring that all stakeholders in the system are comfortable with diversity and see it as a challenge rather than a problem
The results showed that five students out of seven in the study improved the number of words produced in the two intervention phases, while the number of words produced decreased with the other two students in both intervention phases compared with the baseline phase
Summary
Every student can learn irrespective of his/her disability, sex, race provided the unique needs are addressed during teaching and learning process. This paper sought to investigate teaching and learning materials teachers provide to enhance the participation of students with special educational needs in learning. Most of the materials can apply to both students with/out special educational needs during teaching and learning.
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