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.

No abstract

The purpose of the study was to explore the level of social engagement of pupils with intellectual disabilities at Adukrom Methodist Basic School in the Eastern Region of 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. Interviews and an observation guide were used to collect data. The purposive sampling technique was used to select the sample size. Data from interviews was analyzed thematically while observation data was statistically analyzed. Results from the study showed that pupils with intellectual disabilities sometimes played together with their non-disabled peers; they made friends and maintained the friendship but others do not due to the behaviors of pupils with intellectual disabilities. It was also established that pupils with intellectual disabilities were averagely engaged in social activities in the school. It was recommended that Teachers should collaborate with other professionals to work on the behaviors of pupils with intellectual disabilities to enable them maintain their friendship with peers and also help them to play together always.

The purpose of the study was to explore guidance services provided for learners with special needs in selected Junior High Schools in Birim Central Municipality. The study adopted the descriptive survey design. The purposive sampling technique was used to select counsellors while the simple random technique was used for teachers with a sample size of 61. The questionnaire was used to collect the data. The study revealed that teachers have limited knowledge in guidance and counseling and few teachers also counsel learners with special needs even though they were not counselors. Again, it also revealed that appraisal, information, consultation, counseling, and orientation were guidance services provided to learners with special needs but the most common guidance services provided by teachers and counselors to learners with special needs were consultation service, 30(49.2%), and counselling service, 25(40.1%). It was recommended that the Municipal guidance and counseling coordinator should collaborate with the special education coordinator and the teachers to organise series of workshops on guidance services for teachers to update their knowledge on counseling.