A REVIEW OF GHANA'S TEACHER EDUCATION CURRICULA AND THE SPECIAL CHILD: THE MISSING LINKS

Abstract

Inclusive education is a cornerstone of Ghana's commitment to providing quality education for all children, including those with special needs. However, the effectiveness of inclusive practices relies heavily on the preparedness of teachers. This review critically examines the existing teacher education curricula in Ghana with a specific focus on the inclusion of special needs children. Through an extensive analysis of literature and policy documents, this review aims to identify the gaps and missing links in teacher education curricula regarding the education and support of special needs children. Key areas of investigation include the coverage of special education topics, the incorporation of inclusive pedagogical approaches, and the development of attitudes and competencies necessary for working with special children. The findings shed light on the strengths and weaknesses of the current curricula and provide recommendations for improving teacher education programs to better meet the needs of special children. By addressing the missing links, Ghana can strengthen its teacher education system and enhance the inclusive education practices, ensuring that special children receive the necessary support for their educational journey.