Creating a Conducive Learning Environment to Enhance Inclusivity: The Case of Knust Primary, Ghana

Abstract:

The study used a qualitative research method to examine the learning environment in which teaching and learning take place at the KNUST Primary school in ensuring inclusivity. A convenience sampling technique was used to select the population with observation and interview as data collection instruments. It was revealed that the class sizes ranged from 40 to 50 in a class as against the normal 20-30 as recommended by Ghana Education Service. Again, teachers found it difficult to identify and manage pupils with learning difficulties. Some of the pupils exhibited writing, reading and spelling challenges. It was recommended that regular workshops and in-service training be organized for teachers to improve their knowledge on inclusive education and also cut down the class sizes so that pupils with learning difficulties can benefit from individualized teaching styles.