Aѕѕeѕѕing Knowledge and Competence of Teacherѕ in Managing Children with Neurodevelopmental Diѕorderѕ in Mainѕtream Inѕtitutionѕ
Date
2022-01
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Ghana
Abstract
The Inclusive Education Policy (IEP) of Ghana has resulted in an increase in children with
neurodevelopmental disorders (NDD) in mainstream schools and its successful implementation
has been largely dependent on mainstream teachers. This research assessed knowledge levels
and competence of teachers in mainstream institutions in managing students with Autism
Spectrum Disorder (ASD), Learning Disability (LD), and Cerebral Palsy (CP). Using a
quantitative cross-sectional survey design, 150 teachers were purposively sampled from 46
basic schools comprising 29 public and 17 private institutions through Special Needs
coordinators in Eastern and Greater Accra Regions of Ghana. Measures including the LRC
Teacher's Professional Competency Scale, the Autism Knowledge Questionnaire (AKQ), the
Learning Disability Knowledge Questionnaire (LDKQ), and Knowledge of Cerebral Palsy were
employed. Data were analysed using both descriptive and inferential statistics analysis.
Significant differences were found in the dimensions of competence among instructors of
children with ASD, LD, and CP with teachers of children with CP exhibiting greater levels of
competence followed by teachers of children with ASD and LD using MANOVA. Using
Pearson correlation, significant positive relationship was found between knowledge of NDD
and all dimensions of competence except attitudes. Also, higher levels of competence were
discovered among older teachers as well as teachers who had more years of teaching experience.
Hierarchical Multiple Regression showed that Knowledge of NDD and Years of teaching
experience are significant predictors of competence. Also, teacher competence was found to be
unaffected by gender. Implications of the findings of this study and recommendations are
further discussed.
Description
MPhil. Pѕychology
Keywords
Knowledge, Competence, Neurodevelopmental, Diѕorderѕ, Mainѕtream Inѕtitutionѕ