Professional Preparation for Early Childhood Education Teachers to Implement Inclusive Practices in Ga South Municipality

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 1
  In Roundtable Session: Curriculum in Context: Literacy, Language, and Place

Abstract

Grounded in Positioning Theory, this study examined the professional preparedness of Early Childhood Education teachers to implement inclusive education practices in the Ga South Municipality of Ghana. Descriptive survey design was employed, with data collected from 180 ECE teachers across 36 public early childhood schools using structured questionnaires. Findings revealed that teachers possessed fair to average levels of training in inclusive pedagogies, demonstrating foundational knowledge of child development theories, diverse learning needs, and play-based and assessment practices. However, significant gaps were identified in areas such as differentiated instruction, curriculum adaptation, and inclusive assessment strategies. The study underscores the critical role of well-trained teachers in achieving inclusive education goals and highlights systemic challenges, including inadequate resources and inconsistent policy implementation.

Authors

• Isaac Awortwe, University of Texas at Austin

• Xin Li, University of Houston

• Emily Lamptey, University of Education, Winneba