Teacher's Views on the Teaching of Children with Disabilities in Ghanaian Classrooms

Autor/in	Obeng, Cecilia
Titel	Teacher's Views on the Teaching of Children with Disabilities in Ghanaian Classrooms
Quelle	In: International Journal of Special Education, 22 (2007) 1, S.96-102 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Student Behavior; Faculty Development; Workshops; Developmental Disabilities; Teacher Effectiveness; Rural Areas; Foreign Countries; Teacher Attitudes; Special Needs Students; Visual Impairments; Teacher Competencies; Behavior Problems; Mainstreaming; Inclusive Schools; Questionnaires; Urban Schools; Rural Schools; Ghana + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Lernwerkstatt; Schulung; Entwicklungsstörung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Rural area; Ländlicher Raum; Ausland; Lehrerverhalten; Sonderpädagogischer Förderbedarf; Visual handicap; Sehbehinderung; Lehrkunst; Inclusive school; Integrative Schule; Fragebogen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural areas; Schulen
Abstract	The paper demonstrates that a majority of the students with disabilities in Ghanaian classrooms (in Accra and some rural areas in Eastern Region) did not have their disabilities detected or identified by professionals. The paper also shows that vision impairment is the most common problem reported by the teachers in the schools, especially in Accra. Also, most of the teachers did not have any training in teaching children with disabilities. This situation limits their capability of helping the children with disabilities meaningfully toward achieving their educational goals. The study also demonstrates that some teachers were not happy to have children with disabilities, especially those with behavior problems, because of their large classes. It is recommended that the Ghana Education Service makes Special Education courses a major component in the teacher-training curriculum in Ghana, and also appoints experts on children with developmental problems to organize workshops for teachers in order to increase teacher effectiveness in dealing with children with disabilities. (Contains 4 figures.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10