Teaching mathematics in an inclusive basic school: A case study of the experiences of non-special education teachers

There is a general notion that the teaching and learning of mathematics to all students is quite a daunting task. However, there is a general perception that the move towards inclusive education [IE] may present unique challenges to regular teachers who teach mathematics in inclusive schools. In this study, we explored the experiences of a group of professionally-trained mathematics teachers who teach in a school designated as an inclusive school located in the southern part of Ghana. This was done with the aim of uncovering the challenges these teachers face considering that they do not have extended preparation in teaching students with special educational needs (SEN). An illustrative case study design was employed. Data was collected through the use of a semi-structured interview guide containing both closed-and-open-ended items. It was revealed that the participating teachers faced a number of challenges including inadequate knowledge and skills in teaching students with SEN. Another challenge unearthed has to do with assessing students who are blind due to difficulties faced by some of the teachers and students in using Braille to facilitate teaching and learning. The implications of the findings to teaching and learning are discussed