ASSESSMENT OF INCLUSIVE EDUCATION PRACTICES AT PRESBYTERIAN COLLEGE OF EDUCATION, AKROPONG-AKUAPEM

ABSTRACT

This study was on the assessment of Inclusive Education Practices at Presbyterian College of Education, Akropong-Akuapem. Ethnographic research design was used which involved interviews, observation and document analysis as methods of data collection. A sample of 132 respondents made up of 35 tutors and 97 students participated as respondents for the study. Using purposive and simple random samplings, the data was analysed through thematic approach and verbatim responses of the respondents where applicable. Findings revealed among others that: tutors used different forms of communication, methods of teaching and different methods of assessment on students. It was evident that 4 tutors were not abreast with terminologies in inclusive education hence used „deaf students‟ or „disabled students‟ to refer to students with deafness or students with disability. Support services were available for both tutors and students. Interactions between students and tutors were generally good. Social interaction programmes were adequately available. Students showed willingness to associate with all categories of students. Environmental set up in terms of halls of residence and lecture halls were unfriendly to students due to unavailability of rails and ramps. Measures were put in place to ensure access to the College‟s environments by organizing orientation and mobility techniques to all fresh students and controlling vehicular movement on campus. Recommendations of the study included the need to: use different teaching and learning materials especially technology in the inclusive classroom.