Abstract:

The study was a descriptive survey which examined teachers, parents and administrators’ support for pupils with special educational needs (SEN) in inclusive schools within selected schools in the Cape Coast Metropolis. Views were sampled through a Likert-Type questionnaire from teachers, parents and administrators. The sample consisted of 132 respondents made up of 86 regular teachers, 40 parents and 6 administrators. The findings revealed that there are low levels of material or human support for pupils with special educational needs in inclusive classrooms. The study also showed that special educational support has a positive effect on pupils learning in inclusive schools. The study further revealed a number of challenges that confront classroom teachers in providing support to children with special educational needs. It is recommended that teachers should try as much as possible to provide more material or human support for pupils with special educational needs in inclusive classrooms to improve their academic work. The Ghana Education Service and administrators of schools must also make funds available to the schools for the purchase of teaching and learning materials and other resources so as to reduce the challenges teachers face in providing support for pupils with special educational needs in the classrooms.