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

Year 2025, Issue: 58, 78 - 89, 08.09.2025

Mojisola Kemi Moses , Anthony Kwaku Edusei , Monday Omoniyi Moses

https://doi.org/10.33418/education.1658837

Abstract

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 35.04±9.05 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.

Keywords

Special educational needs , Supporting children , Barriers and Issues , Deployment of Teaching Assistants

Özel Eğitim Gereksinimleri Olan Öğrencilerin Belirlenmesi ve Yönetiminde Temel Okul Öğretmenlerinin Bilgi ve Teknikleri

Abstract

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. Gana'da 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 %86,2'sinin Gana'daki SEN'li çocuklar için eğitim ve ulusal politikalardan haberdar olduğunu bildirdiğini gösterdi. Ek olarak, %93,9'u sınıflarında SEN'li çocukları belirleme konusunda eğitim aldıklarını ve sorumluluk aldıklarını belirtti. Kullanılan yöntemlerle ilgili olarak, %76,9'u ebeveynlerden gelen yönlendirmelere, %75,4'ü meslektaşlarından gelen yönlendirmelere ve %70,8'i öğrencilerin akademik ilerleme raporlarına güvendi. Ayrıca, %63,08'i SEN'li çocukların yönetiminde kullanılan birincil tekniğin "özel ilgi" olduğunu belirtti. %86,15'i "okullarda SEN çocuklarını desteklemede özellikle etkili kaynak, strateji veya müdahale bulunmadığı" konusunda hemfikirdi. Destek tekniklerine gelince, %84,6'sı sınıf öğretmenlerinden daha ayrıntılı bilgi topladığını ve daha ileri değerlendirmeler yaptığını bildirdi, %76,9'u ebeveynlerden gelen bilgilere güvendi, %75,4'ü ise SEN'li çocukları belirlemek için hedefler koydu. Katılımcılar, SEN'li 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.

Keywords

Özel eğitim ihtiyaçları , Çocukları destekleme , Engeller ve sorunlar , Öğretim yardımcılarının görevlendirilmesi

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