―Inclusive Education In Ghana: An Investigation Into The Factors That Promote The Academic Success Of Special Needs Children At The Primary School Level

ABSTRACT The study entailed an investigation into the factors that promote the academic success of special needs children at the primary school level. The study was carried out in Awutu Senya East Municipal Assembly in two of the 10 inclusive schools three years after the municipality started piloting inclusive education. The study examined the link between the academic success of Special Educational Needs (SEN) children and the following variables: the behaviours and attitudes of SEN children; school environment and support services; teaching and learning methodologies; and parental and family involvement. The study adopted a mixed method approach employing both qualitative and quantitative data collection methods and sampling techniques. The data were collected using a questionnaire, a quantitative data collection template and an interview schedule. The sample size was 37, which included SEN children, parents, classroom teachers, SEN Resource Teachers and the Municipal Special Education Division Officer from 2 schools. The data was collected and analysed quantitatively and qualitatively. The quantitative data collected were the examination scores of three subjects for the 20 SEN children interviewed, which were analysed using the analysis of variance (ANOVA) test to test how both children‟s behaviour and attitudes and parental involvement influenced the academic success of SEN children in inclusive schools. Correlation analysis was used to test the association between school environment and support services and the academic success of SEN children. The qualitative data was classified to identify themes. The findings of the study showed that SEN children interacted well with their non-SEN classmates and were motivated and encouraged to be in school and learn. The study also found a positive and significant relationship between average score and positive attitude. The study vii | P a g e showed no relationship between access and usage of school facilities and the average score of the SEN children. However, almost all the respondents interviewed reported the non-availability of these educational support services as having a negative impact on the learning outcomes and academic success of the SEN children. The study further reported that, as a result of the use of teaching and learning methodologies, the academic performance of children had improved. Teaching and learning methodologies adopted by the teachers in teaching SEN children were seen to be effective because of how they motivated and encouraged SEN children to participate in the learning process. There was a positive correlation between the impact of parental and family involvement in the education and academic success of SEN children. Among the recommendations made was that the physical environment or school compound of inclusive schools be safe and comfortable for both teachers and pupils regarding accessibility to the school buildings and easy movement around the teaching and learning areas. The study also recommended that all the inclusive schools should be provided with the required educational support services in the form of teaching and learning aids.