Perceptions of tutors in colleges of education in Ghana on pre-service teacher preparation for effective inclusive education

Abstract

The purpose of this study was to explore the perceptions tutors in Colleges of Education have on pre-service teacher preparation for inclusive education in Ghana. A descriptive survey design was adopted using a sample of 235 tutors from 13 Colleges of Education in Ghana. The colleges were drawn from Central, Ashanti and Brong Ahafo regions. The lottery method was used to select three regions out of ten and the purposive sampling technique was used to select all the Colleges within the three regions, while convenience sampling technique was used to select the actual respondents for the study. Questionnaire was used to gather the research data. Percentages and frequencies were used as statistical tools to analyse the data. The findings revealed that the curriculum offered in Colleges of Education in Ghana enabled pre-service teachers to identify and assess children with special educational needs. It also equipped pre-service teachers with the skills to manage children with special educational needs and disabilities in inclusive classroom. Again, it was evident from the findings that the curriculum prepares pre-service teachers on how to do adaptation and accommodation in the inclusive classroom. However, from the findings, preservice teachers had difficulties collaborating with other professionals and parents in managing children with special educational needs and disabilities in the inclusive classroom. It was therefore recommended that measures that could help preservice teachers to effectively and efficiently collaborate with parents and other professionals should be put in place.