International Journal of Research Studies in Education
2024
Volume 13 Issue 14
Available Online: 30 September 2024
Author/s:
Nyavor, Michael
Methodist College of Education, P.M.B, Akim Oda, Ghana (nyamicky2014@gmail.com)
Abstract:
The study investigated the challenges faced by Special Education Resource Teachers (SERTs) in implementing inclusive education in basic schools within the Greater Accra Region of Ghana. A descriptive survey design was employed, and census sampling was used to select 74 SERTs who participated in the study. Data were analyzed using descriptive statistics, including mean and standard deviation. The study identified several concerns among SERTs, including large class sizes and overcrowded classrooms, a lack of training, insufficient appreciation for their work, limited resources and funding, a shortage of special education professionals, resistance to inclusive education due to its perceived impact on learners without special needs, professional isolation, and insufficient time for planning activities. As a result, it was recommended that authorities intensify publicity on inclusive education. Additionally, the Ministry of Education, in collaboration with the Special Education Division, should provide SERTs with the necessary materials, offer refresher courses to update their skills in managing learners with special educational needs, and thereby enhance the implementation of inclusive education.
Keywords: attitude, concerns, inclusive education, SERTs, SENCOs, special educational needs
DOI: https://doi.org/10.5861/ijrse.2024.24110
Cite this article:
Nyavor, M. (2024). Concerns of Special Education Resource Teachers (SERTs) in implementing inclusive education in the Greater Accra Region of Ghana. International Journal of Research Studies in Education, 13(14), 17-32. https://doi.org/10.5861/ijrse.2024.24110