Abdul-Razak Kuyini Alhassan

University College of South East Norway

Chigorom Okechukwu Abosi

University of Botswana

Ghana education service (GES) has not achieved much in curriculum adaption to address the needs of children with disability. The aim of this study is to investigate teachers’ pedagogical competence (TPC) in curriculum adaptation to include children with LD in primary schools. Mixed-Method Design Strategy involving 387 sampled teachers was used. The results will add to the body of research that show that teachers are inadequately prepared for inclusion of learners with disabilities in primary schools. Specifically, this study showed that some Ghanaian primary school teachers (PST) have limited competences in curricula adaptation. There was a significant association between curriculum adaptation and teachers’ competences in teaching children with LD in Primary schools in Ghana. The PSTs are increasingly facing challenges in meeting the needs of children with LD due to: limited competence, poor class environment and inadequate teaching and learning resources. The study recommends that the Government of Ghana (GoG) provides intensive training in curriculum adaptation to PST to enable them address the needs of children with LD effectively.

To Read or Download this Article - Click Here (login required)

To Download the Entire SPRING/SUMMER 2017 Issue of JAASEP - Click Here  (login required)

AASEP MEMBERS LOGIN to Access live links to all available JAASEP issues.

If you are a member of AASEP, please login to freely access this and all archived issues of JAASEP

If you are NOT A MEMBER of AASEP or NASET you may purchase this article from  the WINTER 2017 issue of JAASEP for $4.95 (use the Buy Now button below):

Buy now

OR - Buy the entire issue of JAASEP WINTER 2017 for $19.95 by using the Buy Now button below:

Buy now

OR - Join AASEP Today and receive access to this and all past issues of JAASEP -

Join AASEP Here

Return to the Table of Contents - Click Here