A Novel Approach to Enhancing the Implementation of Inclusive Education?

Autor/in	Opoku, Maxwell Peprah
Titel	A Novel Approach to Enhancing the Implementation of Inclusive Education?
Quelle	In: Support for Learning, 37 (2022) 4, S.553-572 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Opoku, Maxwell Peprah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12427
Schlagwörter	Teacher Aides; Students with Disabilities; Teaching Skills; Competence; Special Education; Higher Education; Inclusion; Attitudes; Barriers; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Handreichung; Lehrerhilfe; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inklusion; Attitude; Einstellung; Verhalten; Ausland
Abstract	One of the criticisms concerning teacher aides (TAs) is that they have limited education and pedagogical skills to support teaching of students with disabilities in the classroom. In Ghana, universities have responded and have introduced a 4-year degree programme in special education. The graduates are recruited as TAs by the government, to work with teachers and students with disabilities in regular classrooms. However, students with disabilities are unable to participate in inclusive classrooms. This lends support to the exploration of the experiences and the contribution of TAs regarding the implementation of inclusive education in Ghana. The inclusive education performance indicators (concepts, policy, structure and systems and practice) was used as framework to understand the perception of 12 TAs regarding inclusive practices. Under each of the measurement indicators, participants discussed the barriers that interfered with their work. For instance, while participants mentioned that they have the competence to support the implementation of inclusive education, under the measurement indicator of concepts, they shared that the rigid nature of the curriculum is an impediment to equal participation. The implications of the study findings for policymaking with respect to improving inclusive practices are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01