Contributions of Colleges of Education in Greater Accra Region in Preparing Teacher Trainees Towards Inclusive Education

Abstract

The focus of this study was to find out about the role of Colleges of Education in preparing teacher trainees towards inclusive education at the Colleges of Education in Greater Accra Region. The exploratory case study technique was used to investigate what colleges of education are doing to prepare teacher trainees to teach differently abled children in mainstream classrooms. Six (6) student leaders, four (4) tutors, and two (2) principals of colleges of education in the Greater Accra Region provided qualitative data for the study. The study discovered that trainee teachers were not effectively prepared to teach differently abled children in mainstream classrooms, and that school-based programs and courses failed to capture key important and sensitive aspects of the inclusive education curriculum. In addition, the study discovered that colleges of education face a number of obstacles that have hampered their growth and development. Regardless, the institutions have made a significant contribution to enhancing Ghana's inclusive education. According to the participants of the study, teacher preparation in colleges of education is insufficient, and insufficient money, infrastructure, assistive equipment, and governance issues are few of the difficulties inhibiting the performance of these colleges. The report suggests that Colleges of Education's curricula be redesigned to incorporate additional courses on inclusive education as a matter of priority. It was also suggested that the government and other non-governmental organizations invest funds in improving the Inclusive Education Policy.