Abstract:
The main thrust of this study was to explore the competence in the expanded
core curriculum and academic achievement of students with visual impairment
in public universities in Ghana. The study was guided by the Cambourne's
theory and the normalisation theory. The study was a descriptive survey and
was steered by seven hypotheses and one research question. The sample
comprised 93 students with visual impairment. The instrument for data
collection was a questionnaire with a reliability coefficient of .764.
Descriptive statistics (means, standard deviations, frequencies, and
percentages) and inferential statistics (linear multiple regression, Pearson
Product Moment correlation coefficient and one-way between-groups
multivariate analysis of variance, MANOY A) were used to analyse the data.
The findings showed that all the nine elements of the expanded core
curriculum had a positive high correlation with academic achievement of
students with visual impairment. Students who were introduced to the
elements of the expanded core curriculum at the basic level showed more
competence than those who were introduced to it during the SHS level.
Students with basic level experience in ECC performed better in academic
achievement. Several recommendations were made which included; The
Special Education Division of Ghana Education Service should formalize the
teaching of the expanded core curriculum in the special and the inclusive
schools for the blind. The teaching and learning of the expanded core
curriculum should commence at the basic level. Also, Ghana Education
Service should train more specialist teachers to handle the various elements of
the expanded core curriculum in both the basic and the second cycle schools.
