Abstract:
The focus of this study was to find out about the role of Colleges of
Education in preparing teacher trainees towards inclusive education at the
Colleges of Education in Greater Accra Region. The exploratory case study
technique was used to investigate what colleges of education are doing to
prepare teacher trainees to teach differently abled children in mainstream
classrooms. Six (6) student leaders, four (4) tutors, and two (2) principals of
colleges of education in the Greater Accra Region provided qualitative data
for the study. The study discovered that trainee teachers were not effectively
prepared to teach differently abled children in mainstream classrooms, and
that school-based programs and courses failed to capture key important and
sensitive aspects of the inclusive education curriculum. In addition, the study
discovered that colleges of education face a number of obstacles that have
hampered their growth and development. Regardless, the institutions have
made a significant contribution to enhancing Ghana's inclusive education.
According to the participants of the study, teacher preparation in colleges of
education is insufficient, and insufficient money, infrastructure, assistive
equipment, and governance issues are few of the difficulties inhibiting the
performance of these colleges. The report suggests that Colleges of
Education's curricula be redesigned to incorporate additional courses on
inclusive education as a matter of priority. It was also suggested that the
government and other non-governmental organizations invest funds in
improving the Inclusive Education Policy.
