An Assessment of Teachers’ Competence in Meeting the Education Needs of Children with Disabilities in Selected Inclusive Primary Schools in Sierra Leone

Abstract

The study is based on assessing the competence of teachers in inclusive schools as part as part of the inclusive piloting initiative in Sierra Leone. However, there is a research gap concerning thier competence to meet the educational needs of CWDs. Therefore the objectives of this study were to ascertain teachers competence in relation delivering instructions, methods of teaching and evaluating students. A cross-sectional survey design accompanied by descriptive analysis was employed in this research. The findings revealed deficiences in teachers competence in relation to developing lesson plans, and setting priority for students with special needs. In addition, gaps were identified in terms of evaluating them. Accordingly, the study suggested initiatives could be designed to enable to adequate pre-service training and professional development for mainstream school teachers on inclusive education. It will contribute to better practice of inclusive education in Sierra Leone.