International Journal of Innovative Research and Development

Abstract

The study is a qualitative research of a case study approach. Using interview as instrument the study sought to determine the extent to which an inclusive early childhood education centre; UNIPRA has succeeded in the attainment of the stipulations of Ghana’s Inclusive education policy. In this direction, four early childhood educators working at the centre responded to questions on four thematic areas: measures taken by the centre towards inclusive early childhood education, benefits in their estimation associated with inclusive early childhood education, challenges that characterize the implementation of inclusive early childhood education, and suggestions provided to address challenges associated with inclusive early childhood education. Findings of this study revealed that some steps had been taken by the centre pursuant to inclusive education program. Also, de-stigmatization of persons with special needs, learning in a corporative environment, and ability of persons with special needs to learn the norms and practices of mainstream societies were some of the identified benefits emanating from the study relative to inclusive education. Among some of the challenges identified by participants regarding inclusive early childhood education practice were lack of parental involvement, limited trained personnel, and lack of resources. Perspectives of participants in the area of advancing inclusive early childhood education in Ghana and also caped as recommendations of this study included; training of staff and personnel involved in inclusive education, demonstration of commitment on the part of the different stakeholders in the area of inclusive education, as well as the provision of the necessary resources accompanying inclusive education in Ghana.

Keywords

Full Text

Abstract

This study is a descriptive research of the phenomenological approach where focus group discussion was used as an instrument to elicit perspectives of eight early childhood educators selected from early childhood centres benefiting from the Ghana school feeding program within the Winneba municipality on how they made connections between school feeding and instruction. The study was informed by a government of Ghana policy requiring connections between instruction and the Ghana school feeding program in the classroom. Guided by three research questions, the study revealed participants’ naivety of any existing policy ion the area of school feeding -instructional connection, and also participation by educators in the program was "need be" basis. These notwithstanding, early childhood educators involved in the study were positive of the contribution of the Ghana school feeding program to pupils’ enrolment and attendance to schools. The study made a number of recommendations regarding making connections between school feeding and instruction of which included; the sourcing of the Government of Ghana's policy on the relationship between school feeding and instruction by early childhood educators and positing themselves in the realization of this policy. Again, it was the recommendation of the study that an important policy such as school feeding should necessarily be incorporated in the curricula of early childhood education, and early childhood teacher training hence, steps must be taken in that direction.

Keywords

Full Text