Facilities Available for Teachers to Support the Learning Needs of Children with Disabilities in the Inclusive School Setting

This paper investigated facilities available for teachers to support the learning needs of children with disabilities in the pilot inclusive school setting in Ghana. A cross sectional survey design was used. The population for the study was 300 teachers from 15 (pilot) inclusive schools in Ghana. A total of 150 teachers were sampled through simple random selection and then 15 headteachers were purposively selected for the study; all adding to 165 respondents. Instruments for data collection involved a five-point likert scale questionnaire and a semi-structured interview. Quantitative data were analyzed using descriptive statistics. The qualitative data were discussed, using the thematic approach. The results showed that teachers lacked the requisite skills and facilities necessary in teaching in inclusive classroom environments. It was recommended that facilities in form of adaptable curriculum, instructional materials, equipment & building, administrative support and assistive technology, must be made available for the inclusive school teacher.