| dc.description.abstract | Abstract
The purpose of the study was to assess the success of inclusive education for children with
hearing difficulties in Ghanaian mainstream education. The study was guided by the following
three objectives: firstly, identify the attitude of stakeholders towards the inclusion of children with
hearing difficulties. The second objective was to investigate the resource adequacy of
educational institutions in terms of the inclusion of children with hearing difficulties. Lastly, to
determine the appropriateness of the curricula in Ghanaian mainstream educational institutions
for the needs of hearing-impaired children in inclusive education. Qualitative research was used
on the study sample of 16 participants (8 teachers and 8 parents). Convenience sampling
technique was used. Semi-structured interviews and secondary sources of data were adopted as
data collection techniques. The findings of the study indicate that public and private school
teachers as well as parents recognize the importance of inclusive education, aligning with the
global consensus on the benefits of inclusion. All the respondents raised concerns about its
practicality or collective impact. In addition, the study found out that parents and teachers had
negative responses to the resource adequacy of mainstream schools in Ghana. Lastly, all teachers
felt that the stipulated curriculum for the Ghana Education Service had to be improved to ensure
the successful inclusion of students with hearing difficulties. On the other hand, parents were
unsure about the nature of the school’s curriculum. Based on the findings of the study,it
recommends improvements of resources (hard and soft resources), support of special needs
schools, a flexible education curriculum, and improved supervision. | |
