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dc.contributor.authorOpoku, MP
dc.contributor.authorTawiah, R
dc.contributor.authorAgyei-Okyere, E
dc.contributor.authorOsman, S
dc.contributor.authorAfriyie, SA
dc.date.accessioned2019-06-10T01:31:52Z
dc.date.available2019-06-10T01:31:52Z
dc.date.issued2019
dc.identifier.issn1034-912X
dc.identifier.doi10.1080/1034912X.2018.1527297
dc.identifier.urihttp://hdl.handle.net/10072/383981
dc.description.abstractThe 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.
dc.description.peerreviewedYes
dc.relation.ispartofpagefrom218
dc.relation.ispartofpageto232
dc.relation.ispartofissue2
dc.relation.ispartofjournalInternational Journal of Disability, Development and Education
dc.relation.ispartofvolume66
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSocial work
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode4409
dc.titleTeaching students with Down syndrome in regular classrooms in Ghana: views of secondary school mathematics teachers
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorTawiah, Richard


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