Early Identification and Intervention Procedures for Preschool Children With Special Educational Needs and Disabilities

Abstract

For children with special educational needs and disability (SEND) to benefit from education, there should be procedures available whereby teachers, caregivers and parents can use to determine the needs of the child. However, it appears that in Ghana and particularly in the Komenda Edina Eguafu Abirem (KEEA) Municipality in the Central Region of Ghana, the needs of children with SEND are taken for granted. The study therefore explored the procedures used by preschool teachers in early identification and intervention (EII) for children with SEND in preschools in the KEEA Municipality. The study employed a multiple method research design. The sample size for the study was 168 teachers and 57 parents. Twelve teachers who teach children with SEND and 12 parents were conveniently selected for the qualitative phase. Also, purposive sampling technique was used to sample parents whose children were suspected to have or were diagnosed of disabilities. Questionnaire and interview guide were used for quantitative and qualitative data, respectively. Quantitative data was analysed using mean and standard deviation whereas qualitative data were analysed using thematic approach. It was found that preschool teachers in the KEEA district have adequate knowledge of early identification and intervention for children with SEND. Also, it came to light that, the teachers relied mostly on observation and checklist as a technique in identifying children with special educational needs. They also used collaboration and communication, and accommodation and adaptation during the intervention process. It was also revealed that parents were actively involved in the early identification and intervention process. Amongst the recommendations was that the Pre-school teachers should continue to enhance their knowledge in identifying children with special educational needs and disabilities.