Roles of Special Educational Needs Co-ordinators (Sencos) in the Implementation of Inclusive Education In Southern Ghana

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