An Assessment of Inclusive Education Experiences of Teacher-Trainees with Sensory Impairment in Colleges of Education in Ghana
Table 2.
Inclusive education experiences of TTSI in CoEs
|
| Mean |
SD |
Mean |
SD |
|
| All students are competent to communicate and learn in Inclusive Classes |
1.44 |
.504 |
2.31 |
1.091 |
|
|
| Students attend the school of choice if not of disability |
2.12 |
1.250 |
3.13 |
1.362 |
|
|
| Students receive accessible prints as peers without disabilities |
4.06 |
1.071 |
2.38 |
1.238 |
|
|
| Emotional support systems for students are good |
2.44 |
1.021 |
2.44 |
1.190 |
|
|
| Sensory, physical support and health care needs for students are effective |
3.38 |
1.101 |
2.56 |
1.105 |
|
|
| Students participate in class activities as all others |
1.74 |
.828 |
2.66 |
1.285 |
|
|
| There are assistive technology supports for students with disabilities. |
3.56 |
1.375 |
2.50 |
1.414 |
|
|
| Instructional support using diverse resources reflects the learning styles. |
3.35 |
1.228 |
2.41 |
.946 |
|
|
| Peer support is available and reciprocal |
1.91 |
.933 |
2.00 |
.880 |
|
|
|
|
