Knowledge and Techniques of Basic Schools Teachers in the Identification and Management of Pupils with Special Educational Needs

Mojisola Kemi Moses; Anthony Kwaku Edusei; Monday Omoniyi Moses

Makale detayları

Knowledge and Techniques of Basic Schools Teachers in the Identification and Management of Pupils with Special Educational Needs

Yazarlar:

Mojisola Kemi Moses | Anthony Kwaku Edusei | Monday Omoniyi Moses

Yayıncı:

Ataturk University

Ana Başlıklar:

Special Education and Disability (Other)

Dergi:

Educational Academic Research Issue 58, pp.78-89

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001354533

pISSN:

2822-3535

Anahtar kelimeler:

Özet:

 The objective of this study was to investigate the knowledge and techniques of teachers from basic schools in identifying and managing of children with special educational needs. The study adopted a cross-sectional descriptive research design. Sixty-five full-time teachers in Ghana mean age of 35.049.05 years; mean work experience of 7.71 8.20 years were recruited. Self-structured interview guide and questionnaire were used for data collection. Data analysis showed that 86.2 of the teachers reported being aware of educational and national policies for children with SEN in Ghana. Additionally, 93.9 indicated that they had received training and held responsibilities for identifying children with SEN in their classes. Regarding the methods used, 76.9 relied on referrals from parents, 75.4 on referrals from colleague teachers, and 70.8 on students academic progress reports. Moreover, 63.08 stated that special attention was the primary technique used in managing children with SEN. 86.15 agreed that there are no resources, strategies, or interventions in schools that are particularly effective in supporting SEN children. As for support techniques, 84.6 reported collecting more detailed information from class teachers and conducting further assessments, 76.9 relied on information from parents, while 75.4 set targets for identifying children with SEN. Participants significantly conducted further assessments and arranged for assessments from other professionals as techniques of identifying children with SEN. Although the participants have a general understanding of how to identify and manage SEN children, they need more extensive exposure and practical experience in working with SEN children within the regular classroom environment.

 The objective of this study was to investigate the knowledge and techniques of teachers from basic schools in identifying and managing of children with special educational needs. The study adopted a cross-sectional descriptive research design. Sixty-five full-time teachers in Ghana mean age of 35.049.05 years; mean work experience of 7.71 8.20 years were recruited. Self-structured interview guide and questionnaire were used for data collection. Data analysis showed that 86.2 of the teachers reported being aware of educational and national policies for children with SEN in Ghana. Additionally, 93.9 indicated that they had received training and held responsibilities for identifying children with SEN in their classes. Regarding the methods used, 76.9 relied on referrals from parents, 75.4 on referrals from colleague teachers, and 70.8 on students academic progress reports. Moreover, 63.08 stated that special attention was the primary technique used in managing children with SEN. 86.15 agreed that there are no resources, strategies, or interventions in schools that are particularly effective in supporting SEN children. As for support techniques, 84.6 reported collecting more detailed information from class teachers and conducting further assessments, 76.9 relied on information from parents, while 75.4 set targets for identifying children with SEN. Participants significantly conducted further assessments and arranged for assessments from other professionals as techniques of identifying children with SEN. Although the participants have a general understanding of how to identify and manage SEN children, they need more extensive exposure and practical experience in working with SEN children within the regular classroom environment.

 The objective of this study was to investigate the knowledge and techniques of teachers from basic schools in identifying and managing of children with special educational needs. The study adopted a cross-sectional descriptive research design. Sixty-five full-time teachers in Ghana mean age of 35.049.05 years; mean work experience of 7.71 8.20 years were recruited. Self-structured interview guide and questionnaire were used for data collection. Data analysis showed that 86.2 of the teachers reported being aware of educational and national policies for children with SEN in Ghana. Additionally, 93.9 indicated that they had received training and held responsibilities for identifying children with SEN in their classes. Regarding the methods used, 76.9 relied on referrals from parents, 75.4 on referrals from colleague teachers, and 70.8 on students academic progress reports. Moreover, 63.08 stated that special attention was the primary technique used in managing children with SEN. 86.15 agreed that there are no resources, strategies, or interventions in schools that are particularly effective in supporting SEN children. As for support techniques, 84.6 reported collecting more detailed information from class teachers and conducting further assessments, 76.9 relied on information from parents, while 75.4 set targets for identifying children with SEN. Participants significantly conducted further assessments and arranged for assessments from other professionals as techniques of identifying children with SEN. Although the participants have a general understanding of how to identify and manage SEN children, they need more extensive exposure and practical experience in working with SEN children within the regular classroom environment.

 Bu çalışmanın amacı, temel okullardaki öğretmenlerin özel eğitim gereksinimi olan çocukları belirleme ve yönetme konusundaki bilgi ve tekniklerini araştırmaktır. Çalışma, kesitsel tanımlayıcı bir araştırma tasarımını benimsemiştir. Ganada altmış beş tam zamanlı öğretmen ortalama yaş 35.04  9.05 yıl; ortalama iş deneyimi 7.71  8.20 yıl işe alındı. Veri toplamak için öz-yapılandırılmış görüşme kılavuzu ve anket kullanıldı. Veri analizi, öğretmenlerin 86,2sinin Ganadaki SENli çocuklar için eğitim ve ulusal politikalardan haberdar olduğunu bildirdiğini gösterdi. Ek olarak, 93,9u sınıflarında SENli çocukları belirleme konusunda eğitim aldıklarını ve sorumluluk aldıklarını belirtti. Kullanılan yöntemlerle ilgili olarak, 76,9u ebeveynlerden gelen yönlendirmelere, 75,4ü meslektaşlarından gelen yönlendirmelere ve 70,8i öğrencilerin akademik ilerleme raporlarına güvendi. Ayrıca, 63,08i SENli çocukların yönetiminde kullanılan birincil tekniğin özel ilgi olduğunu belirtti. 86,15i okullarda SEN çocuklarını desteklemede özellikle etkili kaynak, strateji veya müdahale bulunmadığı konusunda hemfikirdi. Destek tekniklerine gelince, 84,6sı sınıf öğretmenlerinden daha ayrıntılı bilgi topladığını ve daha ileri değerlendirmeler yaptığını bildirdi, 76,9u ebeveynlerden gelen bilgilere güvendi, 75,4ü ise SENli çocukları belirlemek için hedefler koydu. Katılımcılar, SENli çocukları belirleme teknikleri olarak önemli ölçüde daha ileri değerlendirmeler yaptı ve diğer profesyonellerden değerlendirmeler ayarladı. Katılımcılar, SEN çocuklarını nasıl belirleyecekleri ve yönetecekleri konusunda genel bir anlayışa sahip olsalar da, normal sınıf ortamında SEN çocuklarla çalışma konusunda daha kapsamlı bir deneyime ve pratik deneyime ihtiyaçları vardır.

Makale detayları

Knowledge and Techniques of Basic Schools Teachers in the Identification and Management of Pupils with Special Educational Needs

Yazarlar:

Mojisola Kemi Moses | Anthony Kwaku Edusei | Monday Omoniyi Moses

Yayıncı:

Ataturk University

Ana Başlıklar:

Special Education and Disability (Other)

Dergi:

Educational Academic Research Issue 58, pp.78-89

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001354533

pISSN:

2822-3535

Special educational needs

Supporting children

Barriers and Issues

Deployment of Teaching AssistantsÖzel eğitim ihtiyaçları

Çocukları destekleme

Engeller ve sorunlar

Öğretim yardımcılarının görevlendirilmesi

Sayı

Makale detayları

Yazarlar: Mojisola Kemi Moses | Anthony Kwaku Edusei | Monday Omoniyi Moses

Yayıncı: Ataturk University

Ana Başlıklar: Special Education and Disability (Other)

Dergi: Educational Academic Research Issue 58, pp.78-89

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001354533

pISSN: 2822-3535

Sayı

Yazarlar:

Mojisola Kemi Moses | Anthony Kwaku Edusei | Monday Omoniyi Moses

Yayıncı:

Ataturk University

Ana Başlıklar:

Special Education and Disability (Other)

Dergi:

Educational Academic Research Issue 58, pp.78-89

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001354533

pISSN:

2822-3535