Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

A Comparative Study of Teachers’ Pedagogical Competencies in Supporting Children with Learning Difficulties in Primary Schools in Ghana and Brunei Darussalam

  • Okechukwu Abosi, Ph.D (Author) University of Botswana image/svg+xml
    Okechukwu Abosi was a professor of special education at University of Brunei but currently teaching at the University of Botswana.
  • Abdul Razak Kuyini Alhassan, Ph.D. (Author) Disability Studies & Consultancy Services, Tamale Ghana
    Abdul-Razak Kuyini Alhassan holds a Ph.D. in special education and he is currently Head of community services CEVSGHANA. Also, he is a Part-Time Lecturer at the University for Development Studies, Tamale, Ghana.
DOI
https://doi.org/10.64546/jaasep.326
Abstract
Teachers’ pedagogical competencies level is increasingly affecting the implementation of inclusive education policy in many countries. The aimed at comparing primary school teachers’ competence levels in supporting children with learning difficulties in Brunei Darussalam and Ghana. Descriptive survey design was used and 188 primary school teachers from Brunei Darussalam and Ghana participated in the study. Results showed that teachers from Brunei Darussalam and Ghana had limited to moderate competencies in supporting children with learning difficulties in the general education classroom. In addition, the results showed that there was no significant difference between the competence level of teachers in Brunei Darussalam and Ghana. It is recommended both countries must work towards improving their teachers’ competencies in curriculum adaptation, instructional strategies, identification and assessment of children disabilities and their skills in collaboration.
Keywords
Comparative Analysis, Elementary School Teachers, Foreign Countries, Inclusion, Learning Problems, Regular and Special Education Relationship
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How to Cite
Abosi, O., & Alhassan, A. R. K. (2017). A Comparative Study of Teachers’ Pedagogical Competencies in Supporting Children with Learning Difficulties in Primary Schools in Ghana and Brunei Darussalam. Journal of the American Academy of Special Education Professionals, 12(1), 62-76. https://doi.org/10.64546/jaasep.326

Winter 2017

Article Information

  • Article Type Articles
  • Submitted December 28, 2016
  • Published February 15, 2017
  • Issue Winter 2017
  • Section Articles
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