Abstract:
The study examined pre-service Teacher Preparation in terms of theoretical knowledge and practical experience towards Inclusive Education in Ghana. This was premised on the argument that teacher preparation should be a key consideration in the implementation of inclusive education.
A descriptive survey research design was adopted using a sample of 300 student-teachers randomly selected from 3 Colleges of Education in Ghana. A questionnaire was used to gather the data. The Cronbach’s alpha coefficient for the reliability of the instrument was 0.82. Percentages and frequencies were used as statistical indexes to analyse the result.
The findings revealed that prospective teachers in the Colleges of Education in Ghana knew about the concept of inclusive education and were also knowledgeable about some inclusion issues such as parental involvement. They also had the skill to identify some pupils with special educational needs (SEN) in their classrooms during their teaching practice and also adapted the regular school curriculum to meet their needs.
The researcher however, recommended that the Special Education Division should ensure that trainee teachers are adequately prepared in simple approaches to identify, support and assist children with special educational needs in regular schools. Additionally, student-teachers should be assisted to identify children with special educational needs (SEN) in their classrooms during their practical teaching and be able to provide the needed support to meet their needs.
