Exploring Pedagogical Skills in Inclusive Classrooms in Sierra Leone
DOI:
https://doi.org/10.47604/ajep.3618Keywords:
Pedagogical Skills, Mainstream Inclusive Classroom, Special Education NeedsAbstract
Purpose: The study explored teachers’ pedagogical skills in inclusive secondary classrooms in Sierra Leone. It was conducted against the backdrop that a gap exists regarding teachers’ competence in this area. There is a dearth in research regarding teaching strategies especially for learners with special educational needs in the regular education schools. Accordingly, the main objectives of the study were to determine the extent different teaching methods impacted learning of students with special needs; to determine whether teachers have the adequate pedagogical skills to meet the learning needs of this cohort.
Methodology: The study was a purely qualitative descriptive survey design and the research tool was an interview guide.
Findings: Findings revealed that successful inclusive education requires teachers to have the requisite pedagogical competencies to teach in an inclusive educational environment.
Unique Contribution to Theory, Practice and Policy: Based on the findings derived, it is recommended that regular education teachers adopt models of teaching that aligns with the diversity needs of an inclusive classroom. In addition, teacher training institutions integrate inclusive education as a core component in all teacher training programs.
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