Pre-Service Teachers' Perceptions on Procedures to Identify and Assess Children with Special Educational Needs and Disabilities: The Case of Tutors of Colleges of Education in Ghana

Autor/inn/en	Gyimah, Emmanuel Kofi; Amoako, R.
Titel	Pre-Service Teachers' Perceptions on Procedures to Identify and Assess Children with Special Educational Needs and Disabilities: The Case of Tutors of Colleges of Education in Ghana
Quelle	In: Journal of Education and Practice, 7 (2016) 21, S.110-116 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Preservice Teachers; Student Teacher Attitudes; Disability Identification; Special Education; Special Needs Students; Disabilities; Tutors; Schools of Education; Preservice Teacher Education; Curriculum; Inclusion; Statistical Analysis; Questionnaires; Screening Tests; Parent Participation; Informed Consent; Referral; Ghana + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Förderlehrer; Lehrender; Tutor; Erziehungswissenschaftliche Fakultät; Lehramtsstudiengang; Lehrerausbildung; Curricula; Lehrplan; Rahmenplan; Inklusion; Statistische Analyse; Fragebogen; Screening-Verfahren; Elternmitwirkung
Abstract	The study aimed at exploring the perceptions tutors in Colleges of Education have on how the Colleges of Education Curriculum adequately prepare pre-service teachers to enable them to identify and assess children with special educational needs and disabilities for effective inclusive education in Ghana. A descriptive survey design was adopted and the purposive sampling technique was used to select three of the ten regions of the country. Out of the three regions, 13 Colleges of Education were purposively selected and the convenience sampling technique used to select 235 tutors. Percentages and frequencies were used as statistical tools to analyse the research data generated from the questionnaire instrument. The findings revealed that 119 (53.36%) of the respondents agreed that the curriculum enables pre-service teachers to identify various categories of children. Respondents who agreed that the curriculum teaches pre-service teachers how to screen were 73 (32.74%), while 86 (38.57%) agreed that the curriculum teaches pre-service teachers how to seek for parental consent before referral. Only 13 (5.83%) agreed that the curriculum exposes pre-service teachers to the various assessment centres in Ghana where children who are suspected to have disabilities can be referred. There were 44 (19.73%) who agreed with the statement that the curriculum enables pre-service teachers to develop an Individualised Education Programme for children with special educational needs and disabilities. On the basis of the findings, some recommendations were made for tutors of the Colleges of Education to clarify identification and assessment procedures to pre-service teachers when teaching. This will prepare them for inclusive education in the country. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01