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Teaching students with down syndrome in regular classrooms in Ghana: views of secondary school mathematics teachers

Citation

Opoku, MP and Tawiah, R and Agyei-Okyere, E and Osman, S and Afriyie, SA, Teaching students with down syndrome in regular classrooms in Ghana: views of secondary school mathematics teachers, International Journal of Disability, Development and Education, 66, (2) pp. 218-232. ISSN 1034-912X (2019) [Refereed Article]


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DOI: doi:10.1080/1034912X.2018.1527297

Abstract

The recent development of making secondary school education free in Ghana has raised concerns about the level of preparedness of teachers to teach students with diverse needs in one classroom. Significantly, mathematics is one of the core areas that the Ghanaian government has prioritised, and it has institutionalised mechanisms to encourage participation by many students. Accordingly, this qualitative study aimed to document the level of preparedness of mathematics teachers to support the teaching of students with Down syndrome in secondary school classrooms. Twenty-seven mathematics teachers from 14 schools, made up of 18 males and nine females, took part in the study. We found that participants were in favour of implementation of inclusive education. However, regarding the prospect of teaching students with Down syndrome, most of the participants thought that the regular secondary school classroom is not a suitable environment for these students to access education, especially due to a number of challenges. The need for the government to support schools with appropriate teaching materials and facilities is discussed extensively.

Item Details

Item Type:Refereed Article
Keywords:down syndrome, Secondary school teachers, mathematics, teacher, Ghana
Research Division:Education
Research Group:Specialist studies in education
Research Field:Inclusive education
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Inclusive education
UTAS Author:Opoku, MP (Mr Max Opoku)
UTAS Author:Afriyie, SA (Miss Sally Afriyie)
ID Code:150566
Year Published:2019
Web of Science® Times Cited:10
Deposited By:Office of the School of Social Sciences
Deposited On:2022-06-21
Last Modified:2022-06-21
Downloads:0

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