Teachers’ Experiences in Assessment Process for Children at-risk of Learning Difficulties in Cape Coast Metropolis

Abstract

The purpose of the study was to explore teachers’ experience in assessment process for children at-risk of learning difficulties in Cape Coast Metropolis. The study adopted a qualitative approach with a phenomenological research design and was guided by five research questions. Purposive sampling, specifically criterion sampling, was used to select 16 participants comprising 8 males and 8 females. The research instrument for the data collection was a semi structured interview guide. Thematic analysis was adopted to analyse the interview data. It was revealed in the study that teachers had some level of understanding regarding assessment and learning difficulties and they identified children at-risk of learning difficulties based on written exercises and observations. The results of the study showed that teachers made some remediation efforts, and referred children by advising their parents to take them to specialists for further assessment. It was further discovered in the study that teachers collaborated with parents, headteachers and their colleague teachers through Parent Association meetings and staff meetings. Finally, it was found in the study that the challenges teachers faced in assessment process are: inadequate textbooks, low parental involvement, inadequate resource teachers, and inadequate resource centres. Based on the findings, it is recommended that the local government authorities should collaborate with local businesses to provide basic schools with textbooks. The School Management Committee should sensitise parents through mediums such as the churches, mosques, and community centres. Lastly, the Ghana Education Service should provide schools with resource centres and appoint resource teachers to assist the regular education teachers