The Influence Of Teachers
Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(4): 627-636
Journal
of Emerging
Trends
in Educational
Research
and2141-6990)
Policy Studies (JETERAPS) 4(4):627-636 (ISSN:2141-6990)
© Scholarlink
Research
Institute
Journals, 2013
(ISSN:
jeteraps.scholarlinkresearch.org
The Influence of Teachers’ Classroom Practices on the
Self-Concept of Primary School Pupils with Disabilities
1
Deku, P., 2Amponsah, M.O., 3Opoku, P.
1
Department of Educational Foundations, UCC.
Department of Educational Foundations, UCC.
3
Ghana Education Service, S. E. D.
Education Office, Research and Records Department.
Correspondence Author: Amponsah, M.O
2
_______________________________________________________________________________________
Abstract
The purpose of the study was to investigate into the influence of teacher classroom practices on the self-concept of children with disabilities in upper primary schools in the Tano North District. The expost-facto research design was used for the study. The instruments used in gathering data for the study were questionnaire and observation guide for teacher classroom practices and a structured interview guide to measure the self-concept of pupils with disabilities. A total of 98 respondents were used. This comprised 30 teachers and 68 pupils with disabilities. Four research hypotheses were formulated to guide the study. Results indicated that teacher classroom practices have a moderate relationship with the self-concept of children with disability. There was no relationship between type of disability and self-concept. Gender of children with disabilities was found to be related to their self-concept. From the findings it is recommended that educational policies should provide equal opportunity for all including children with disabilities. There should also be regular in-service training for teachers to take into accounts the characteristics of children with disabilities in their classroom practices. The
Journal
of Emerging
Trends
in Educational
Research
and2141-6990)
Policy Studies (JETERAPS) 4(4):627-636 (ISSN:2141-6990)
© Scholarlink
Research
Institute
Journals, 2013
(ISSN:
jeteraps.scholarlinkresearch.org
The Influence of Teachers’ Classroom Practices on the
Self-Concept of Primary School Pupils with Disabilities
1
Deku, P., 2Amponsah, M.O., 3Opoku, P.
1
Department of Educational Foundations, UCC.
Department of Educational Foundations, UCC.
3
Ghana Education Service, S. E. D.
Education Office, Research and Records Department.
Correspondence Author: Amponsah, M.O
2
_______________________________________________________________________________________
Abstract
The purpose of the study was to investigate into the influence of teacher classroom practices on the self-concept of children with disabilities in upper primary schools in the Tano North District. The expost-facto research design was used for the study. The instruments used in gathering data for the study were questionnaire and observation guide for teacher classroom practices and a structured interview guide to measure the self-concept of pupils with disabilities. A total of 98 respondents were used. This comprised 30 teachers and 68 pupils with disabilities. Four research hypotheses were formulated to guide the study. Results indicated that teacher classroom practices have a moderate relationship with the self-concept of children with disability. There was no relationship between type of disability and self-concept. Gender of children with disabilities was found to be related to their self-concept. From the findings it is recommended that educational policies should provide equal opportunity for all including children with disabilities. There should also be regular in-service training for teachers to take into accounts the characteristics of children with disabilities in their classroom practices. The
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