Facilities Available for Teachers to Support the Learning Needs of Children with Disabilities in the Inclusive School Setting
Keywords:
Facilities, Support, Basic school, Inclusive schooling, Inclusive teaching, Pilot inclusive schools.Abstract
This paper investigated facilities available for teachers to support the learning needs of children with disabilities in the pilot inclusive school setting in Ghana. A cross sectional survey design was used. The population for the study was 300 teachers from 15 (pilot) inclusive schools in Ghana. A total of 150 teachers were sampled through simple random selection and then 15 headteachers were purposively selected for the study; all adding to 165 respondents. Instruments for data collection involved a five-point likert scale questionnaire and a semi-structured interview. Quantitative data were analyzed using descriptive statistics. The qualitative data were discussed, using the thematic approach. The results showed that teachers lacked the requisite skills and facilities necessary in teaching in inclusive classroom environments. It was recommended that facilities in form of adaptable curriculum, instructional materials, equipment & building, administrative support and assistive technology, must be made available for the inclusive school teacher.
References
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[2] M. Aliaga, and B. Gunderson, Introduction to quantitative research, 2000.
[3] B.L. Berg, Qualitative research methods for the social sciences, Boston: Allyn and Bacon, 1998, pp.10.
[4] Blaxter, Hughes and Tight, Guidelines for masters dissertation for campus based, outreach and partnership students. School of Education, University of Birmingham, 1996.
[5] A. Bryman, and E. Bell, “Business Research Methods.” 2nd edition. New York, USA: Oxford University Press, 2007.
[6] L. Casely-Hayford, The impact of education in shaping lives: reflections of young people with disabilities in Ghana. International Journal of Inclusive Education, (ahead-of-print), 2006, 1-18.
[7] L. Cohen, L. Manion, and K. Morrison, Research methods in education (5th ed.). New York: Routledge Falmer, 2000.
[8] J.W. Creswell, Educational research: Planning, conducting, and evaluating quantitative and qualitative approaches to research. 2nd ed. Upper Saddle River, NJ: Merrill/Pearson Education, 2005.
[9] J.W. Creswell, Research design: Qualitative & quantitative approaches. Thousand oaks, C.A: Saga Publications, 1994.
[10] J.W. Creswell, Research design: Qualitative, quantitative, and mixed methods approaches. 2nd ed. Thousand Oaks, CA: Sage, 2003
[11] J.W. Creswell, Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merill, 2002, pp.58.
[12] J.W. Creswell, Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications, Incorporated, 2009.
[13] K.N. Denzin, and Y.S. Lincoln, The landscape of qualitative research: Theories and issues (2nd ed.). Thousand Oaks, USA: Sage Publications, 2000.
[14] K. Durrheim, Research design, In M. Terre Blanche & K. Durrheim; Research in practice: Applied methods for the social sciences, Cape Town: UTC Press, 1999, Pp.29-53.
[15] P. Engelbrecht, P., L. Green (Eds.), Promoting learner development, preventing and working with barriers to learning. Pretoria: Van Schaiks, 2001.
[16] C. Forlin, A. Jobling, A. Carroll, Preservice teachers' discomfort levels toward people with disabilities. Journal of International Special Needs Education, 2001, 4, 32-38.
[17] J.C. Green, and V. J. Caracelli, eds., Advances in mixed-method evaluation: The challenges and benefits of integrating diverse paradigms. In New directions for evaluation, ed. American Evaluation Association. San Francisco: Jossey-Bass, 1997.
[18] J.C. Green, V.J. Caracelli, V. J., W.F. Graham, Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 1989, 11(3), 255–274.
[19] L. Idol, Key questions related to building collaborative and inclusive schools. Journal of learning Disabilities, 1997, 30(4), 384-394.
[20] F.N. Kerlinger, Foundations of behavioural research (2nd ed.). New York: Holt, Rinehart, & Winston, 1980.
[21] R.A. Krueger, M.A. Casey, Focus groups: A practical guide for applied research. 3rd ed., London: Sage Publications, 2000.
[22] R. Kumar, Research methodology. A step-by-step guide for beginners. Melbourne: Addison Wesley Longman, 1996.
[23] J.H. McMillan, and S. Schumacher, Research in education – A conceptual introduction, 4th ed., Addison Wesley Education Publishers Inc., Virginia, U.S.A, 1997, pp.9-17.
[24] R. O’Neill, The advantages and disadvantages of qualitative and quantitative research methods, 2006.
www.roboneill.co.uk/papers/research0methods.htm (March 6, 2014)
[25] C. Robson, Real world research: A source for social scientists and practitioners. Oxford: Blackwell, 1993.
[26] G.B. Rossman, and B. L. Wilson, Number and words: Combining quantitative and qualitative methods in a single large-scale evaluation study. Evaluation Review, 1985, 9 (5): 627–43.
[27] D. Royse, Research methods in social work. 2nd ed. Chicago: Nelson-Hall Publishers, 1995, p.40.
[28] A. Tashakkori, C. Teddlie (Eds.), Sage handbook of mixed methods in social & behavioural research. Sage, 2010.
[29] A. Tashakkori, and C. Teddlie, Mixed methodology: Combining qualitative and quantitative approaches. Applied Social Research Methods Series, vol. 46. Thousand Oaks, CA: Sage, 2003.
[30] D. Wong, V. Pearson, F. Ip, and E. Lo, A slippery road to equality: Hong Kong’s experience of unplanned integrated education. Disability and Society, 1999, 14 (6), 771-789.
[31] R.E. Stake, The art of case study research. Thousand Oaks, CA: Sage, 1995.
[32] E.Babbie. The practice of social research (12th ed.). Belmont, CA: Wadsworth, 2009.
[33] R. Conway. Adapting curriculum, teaching and learning strategies. In P. Foreman (Ed.), Inclusion in action (pp. 102-173). Victoria: Thomson, 2005.
[34] W. Stainback, and S. Stainback, Support network for inclusive schooling. Interdependent integrated education. Baltimore: Brookes Publishing Co., 1990.
[35] M. Avoke, Y. Yekple, D. Dogbe, and V. Mamah, Low vision children in regular classrooms in Winneba, Ghana. Journal of Research and Development in Education, U.E.W., Winneba, 2006, 6, (58).
[36] D. Mitchell, Creating inclusive schools. Hamilton: University of Waikato, 1999
[37] L.W. Heward, Exceptional children. An introduction to special education (5th ed.). Englewood Cliffs, N.J: Merrill, 1996.
[38] M. Bray, A. Brown, and D.J. Green, Technology and the diverse learner. A guide to classroom practice. Thousand Oaks, California: Corwin Press, 2004.
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Published
2017-05-25
How to Cite
Subbey, M. (2017). Facilities Available for Teachers to Support the Learning Needs of Children with Disabilities in the Inclusive School Setting. American Scientific Research Journal for Engineering, Technology, and Sciences, 32(1), 18–32. Retrieved from https://asrjetsjournal.org/index.php/American_Scientific_Journal/article/view/2528
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