The purpose of the study was to explore the approaches teachers use to promote social interaction among pupils with and without intellectual disabilities at Adukrom Methodist Basic School in Ghana. The case study design was employed for the study. The sample size was 21, which comprised of teachers and pupils with and without intellectual disabilities. The purposive sampling technique was used to select the sample size. Interviews and an observation guide were used to collect data. Data from interviews was analyzed thematically while observation data was analyzed through inter-observer agreement among the researchers and the two teachers. Results from the study showed that teachers used sports and games, music and dance and social skills training to promote social interactions among pupils with and without intellectual disabilities. Implications of the findings on teachers was that they will be able to provide more facilities to execute those approaches to help all pupils. For the pupils, they will be able to appreciate each other's abilities and challenges to strengthen their social interaction. It was recommended that the school field and the playing grounds should be put into good shape and also the school should make all the necessary equipment for outdoor games available to the pupils to help promote the implementation of inclusive education policy.

The purpose of the study was to explore the strategies teachers use in teaching reading to 5 pupils with reading difficulties in the Awutu Senya East Municipality, Central Region, Ghana. It followed a mixed method approach. A sample size of 50 teachers was used for the study. To obtain a representative sample of the population of the teachers, the simple random and purposive samplings were used in selecting teachers from three basic schools in the Awutu Senya East Municipality. Data were collected through questionnaire and interview. Qualitative data were obtained through focus group interview with the teachers while quantitative data were obtained through administration of teacher questionnaire. The data on the subscales were entered into SPSS version 21.0 to compute Cronbach's Alpha co-efficient in order to determine the internal consistency of sub-scales. The final stage of analysis involved the identification and interpretation of the dominant themes in the strategies teachers use in the schools. The findings of the study revealed that teachers used language experience approach, phonemic awareness instruction, peer reading, comprehension instruction, reading aloud and motivation in helping pupils with reading difficulties to improve on their reading skills. The study recommended that more workshops focusing on reading strategies should be organized by the Ghana Education Service for teachers to update the existing strategies they use.