Theses / Dissertations >
College of Architecture and Planning >
Please use this identifier to cite or link to this item:
|Title: ||Assessing barriers faced by pupils with disabilities in inclusive and non-inclusive schools in the Cape Coast Metropolitan area|
|Authors: ||Annan, Isaac Kwesi|
|Issue Date: ||6-Oct-2016|
|Abstract: ||Inclusive approach to education has been accepted as the solution to the years of discrimination and marginalization experienced by children with disabilities but it implementation has come at an unacceptably slow rate. This study was designed to shed light on the plight of pupils with disabilities and to recommend measures to combat discriminatory practices and attitudes to achieve education for all. The study focused on the physical environment of inclusive and non-inclusive schools, the performance of teachers handling pupils with disabilities as well as the perception of pupils on the importance of inclusive education. A comparative social research design was used for the study. Seven (7) purposively selected inclusive schools and seven (7) randomly selected non-inclusive schools were chosen. In all forty one (41) pupils with disabilities were purposively selected for the study. Structured questionnaire was used for data collection and augmented by an audit of the school structures and the general environment. Finally, face-to-face interview was organized to further explore issues emerging from the survey.
The research revealed that the physical environments of inclusive schools were more accessible and had better facilities than non-inclusive schools. The research found that, teachers handling pupils with disabilities in non-inclusive schools were better than teachers in inclusive schools in terms of the professional practice of the teaching field and commitment to students and student learning. However, teachers in both schools had limited knowledge in the development of children with disabilities.
The study recommended that Colleges of education should incorporate practical disability issues into their programmes in order to equip teachers with the skills and knowledge needed to handle children with disabilities. The physical environments of all schools should undergo serious modification in order to provide universal access to all children.|
|Description: ||A Thesis submitted to the School of Graduate Studies, Kwame
Nkrumah University of Science and Technology, Kumasi,
in partial fulfillment of the requirements for the
degree of Master of Science in Development
Policy and Planning, 2016.|
|Appears in Collections:||College of Architecture and Planning|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.