Abstract:
This study sought to investigate the roles of Special Educational Needs Co ordinators (SENCOs) in the implementation of inclusive education in southern
Ghana. The study used mixed method approach, specifically the convergent
design. Seventy-three SENCOs responded to the questionnaire for the
quantitative phase while 15 SENCOs participated in the qualitative phase. A
semi-structured interview guide was used to collect the qualitative data. The
census approach was used for the quantitative study, whereas the purposive
sampling technique, specifically the criterion sampling was used in sampling
the participants for the qualitative phase. The study answered five research
questions and tested five hypotheses. Frequencies, Percentages, Means,
Standard Deviations, factorial ANOVA, factorial MANOVA as well as
Multiple Regression Test were used in analysing the quantitative data. Thematic
analysis was used in analysing the qualitative data to gain additional
understanding of the phenomenon. The results of the study showed that
SENCOs had high level of knowledge about their roles and are confident in
playing their roles. The SENCOs also highlighted the roles they play, how they
played their roles, and the challenges they have in the implementation of IE.
Again, the study revealed that passion drives the confidence of SENCOs in
playing their roles in IE. It was evident from the study that working experience
is an important predictor to the successful performance of SENCOs in the
implementation of IE in Ghana. Among the recommendations was the need for
the Ministry of Education to redefine the roles of SENCOs in the
implementation of IE Ghana
