ghanaopendata/ghanaian-research-english huggingface dataset:
Inclusion of students with special needs in practical physical education lessons at the Senior High School level in Tamale Metropolis

The purpose of this study was to find out how students with special needs are included in practical physical education lessons. Adding, it was to find out the attitudes towards students with special needs if they are included in practical physical education lessons in the Tamale Metropolis. A descriptive research design was used with a sample size of 100 participants made up of 85 students and 15 Physical Education Teachers. The purposive sampling technique was employed to sample the participants. Eye-balling technique was also used to identify some Senior High Schools that have some students with special needs, then stratified sampling technique was used to categories the participants into three levels. Data were collected through questionnaires, unstructured interview and observation. And descriptive statistics of percentage was used to analyze the information collected. It was then ascertained that these disabilities existed – learning disabilities, speech delay or disorders and emotional or behavioural disorders. Meanwhile, students with special needs attended both practical and theory physical education class. Based on the findings, the following recommendations were made that Physical Education Teachers should modify physical education class to meet students’ developmental needs. Refresher courses such as seminar/workshop should be organized for Physical Education Teachers to keep abreast with time in adapted physical activities.

Source: UEW
Inclusive education for students with sensory disabilities in Ghana: views of students with disabilities about availability of resources in regular schools

Purpose: Inclusive education is a �revolutionary� educational concept which seeks to promote the participation of all students in the teaching and learning process. Although several countries have revised their education system to promote the learning of all students in the same classroom, there are persistent barriers to effective inclusive practices. Within this discourse, there is a scarcity of studies focussing solely on students� perspectives on resource availability. Due to the sizeable population of students with sensory disabilities in Ghana, this study sought to understand the perspectives of students with hearing (n = 74) and visual (n = 41) impairments on resource availability in regular schools. Materials and methods: A total of 115 students with sensory disabilities were recruited from one special and two regular schools in Ghana using the Perceived Resources Questionnaire. The data were entered into the Statistical Package for the Social Sciences and subjected to t-tests, one and two-way independent analyses of variances and direct logical regressions. Results: While the students were slightly positive about the availability of resources, there were differences between them in terms of disability type, gender and grade. Conclusion: We discuss the need for policymakers to engage other stakeholders to expedite the supply of resources to regular schools to support inclusive practices.Implications for rehabilitation The importance of resources to facilitating inclusive practices cannot be overemphasised. The perspectives of students with disabilities about availability of resources in schools is unreported. Students with sensory disabilities were slightly positive about availability of resources in regular schools. There were differences between students with sensory disabilities who participated in this study. � 2020 Informa UK Limited, trading as Taylor & Francis Group.

Source: UEW
Inclusive education in two pilot schools in Manya Krobo District

This study is about inclusive education in two pilot schools in Manya Krobo District. The methodology utilized was qualitative. It mainly involved the use of interviews and observation as the method for data collection.In all 31 respondents were conveniently sampled for the study and were made up of 12 teachers and 19 pupils from four different categories of disabilities. Analysis of the data revealed that the teachers had no idea about inclusive education. The teachers were not adequately prepared for the concept. Rather a teacher from each school was provided in service training. The attitude of some of the teachers was also a barrier to the programme. Also four (4) of the nine (9) categories of disabilities were identified in the schools under study.Finally, recommendations were made in the light of the findings, and this included among others a day or two observation training at any of the special schools to enable teachers handle the different categories of disabilities in the classrooms, annual in-service training should be organized, to build confidence in the regular teachers and officers of special Education Division should pay periodic visit to the schools to evaluate the progress of special needs children.

Source: UEW
Inclusive Education Practices for Students with Visual Impairment at the Wenchi Methodist Senior High School, Bono Region

This phenomenological study explored the inclusive education practices for visually impaired students in Wenchi Methodist Senior High School, Wenchi. Sixteen students with visual impairments were purposively sampled for the study. Focused group semi structured interviews were used to collect data. Data were coded and analyzed using thematic approach. Results of the study showed that, students with visual impairment tend to perform better in their academic work when the needed support services and resources are at their disposal. They also asserted to the fact that the school environment when adapted to meet their mobility needs will enhance socialization and independence. The study also revealed that students with visual impairment are accepted and supported by their sighted peers in the school, which promoted friendship and cordiality among the two categories of students. I recommended that there should be the provision of enough support services for students with visual impairment for their academic work. Also, the new buildings must be disability friendly thereby making it accessible by all. In addition, there must be enough education on acceptance and diversity among categories of learners.

Source: UEW
Inclusive school barriers to children with disabilities at early childhood centers in the New Juabeng Municipality

The study focused on the challenges teachers face in handling children with disability in inclusive early childhood centers and the training level of teachers handling pupils with disabilities in the New Juabeng Municipality. This study used a constructivist lens to highlight the barriers faced by children in inclusive early childhood centers. The case study design was employed in the study and purposive sampling was used to select the early childhood centers. The study sample was 31 respondents because of the in-depth nature of the study; this was made of 10 teachers and 21 learners. The study used semi-structured interview and observation checklist to collect data from respondents. In total, four (4) disability types were found which included low Vision (Partially sighted), Hearing impaired (hard at hearing), Hyperactive and children with Learning Disability. Each of the early childhood centers under study recorded at least one disability. It was revealed by the study that the level of training in special education for teachers handling learners with disability are inadequate and in-service training is not regularly organized for teachers in the inclusive early childhood centers. The study also revealed that there are inadequate supply of teaching and learning resources to the early childhood centers. The study showed that the physical structure, furniture, behaviour and class management are among some of the challenge faced by teachers in handling learners with disability in inclusive early childhood centers. It was recommended that teachers should be given enough training in special education by the institutions mandated to train teachers to enable them handle learners with disability effectively, in addition Ghana Education Service should supply the early childhood centers with the needed resources for effective teaching and learning.

Source: UEW
Inclusive school barriers to children with disabilities in early childhood centers the case of Talensi district

This study focused on the challenges teachers face in handling children with disability in inclusive early childhood centers and the training level of teachers handling pupils with disabilities in the Talensi district. This study used a constructivist lens to highlight the barriers faced by children in inclusive early childhood centers. The case study design was employed in the study and purposive sampling was used to select the early childhood centers. The study sample was 10 respondents because of the in-depth nature of the study. The study used semi-structured interview and observation checklist to collect data from respondents. In total, four (4) disability types were found which included low Vision (Partially sighted), Hearing impaired, Hyperactive and children with Learning Disability. Each of the schools under study recorded at least one disability. It was revealed by the study that in-service training is not regularly organized for special education teachers in the inclusive early childhood centers and also unavailability of teaching and learning resources. The challenge the study identified was that teachers did not feel sufficiently knowledgeable and professional about the teaching of the children with disability and thus were not adequately equipped to deal with problems and consequently avoided teaching and paying much attention to the needs of the child with disability. It was recommended that the teachers should be given enough training in special education to enable them handle learners with disability effectively. Supervision and Monitoring department should be continued and Early Childhood Center Heads should be detached from the primary and Junior High Schools for effective supervision

Source: UEW
Income at retirement and consumption of pensioners in Ghana the case of Ajumako-Enyan Essiam District

The study investigated the extent to which SSNIT pensioners in Ajumako-Enyan-Essiam (AEE) district smooth and sustain consumption expenditure on nondurable goods and further analysed how the main determinants of consumption influence expenditure on nondurable goods at retirement. A total of 164 SSNIT pensioners who were household heads and aged 58 to 64 years were used for the study. Data for the study which was collected in March 2019 was mainly primary data covering the period 2015 to 2019. The data set comprised total wealth from SSNIT, monthly consumption expenditures and extra income earned monthly. The difference in the means of consumption before and at retirement were used to compute change in consumption expenditure while the ratios of consumption to income were used for the expenditure sustainability analysis. Pension wealth, other source of income, age, number of dependents, sex, accommodation status and marital status were used as independent variables to predict consumption expenditure as the dependent variable using the White Robust Standard Errors of OLS. The results showed a 22.6% drop in consumption expenditure at retirement and 62.8% of pensioners being able to sustain consumption expenditure. Moreover, the regression results showed that with the exception of gender and accommodation status, pension wealth, other source of income, age, number of dependents and marital status emerged as determinants of consumption that significantly influence expenditure on nondurable goods. Conclusion drawn rendered the prediction of the life cycle hypothesis invalid in AEE district since consumption was found not to have been smoothed at retirement. The study recommends to the Government of Ghana to collaborate with SSNIT to concurrently adjust the minimum pension with minimum wage reviews in order to enable pensioners adjust themselves to current cost of living to be able to alleviate post-retirement poverty in the study district and Ghana in general. Employees are also advised to plan early and save enough resources in their working life before they retire.

Source: UEW
Income inequality, human capital, natural resource abundance, and ecological footprint in ECOWAS member countries

The growing human demand for economic and social development is resulting in a state of ecological overshoot. This paper investigates the heterogeneous effect of income inequality, human capital, and natural resources on the ecological footprint for the Economic Community of West African States (ECOWAS) member countries. Having accounted for cross-sectional dependence and slope heterogeneity, the findings from the Augmented mean group (AMG) estimation reveal that income inequality improves the quality of the environment in Burkina Faso, Nigeria, and Senegal, but deteriorates the environment in Benin. Moreover, human capital accumulation is important for environmental sustainability by exerting a reducing effect on the level of the ecological footprint for Burkina Faso and The Gambia. We further observe that natural resource abundance is not environmentally friendly for Cameroon and Nigeria. Evidence from the Dumitrescu and Hurlin (D-H) panel causality test shows that LGINI, LHC, and LNR stimulate the ecological footprint. Some policy recommendations are offered based on these findings. � 2021 Elsevier Ltd

Source: UEW
Incorporating information communication and technology into teaching and learning, the benefits and challenges

The study investigated the benefits and challenges incorporating ICT into teaching and learning in selected schools in Korle Klottey District. The study was anchored on the positivist research philosophy and influenced by the quantitative research approach. The study employed the descriptive survey research design with a targeted population of 383. Out this number, a sample of 105 ICT teachers which were selected using purposive sampling technique. Data were collected using questionnaire was used as the main instrument for data collection. The instrument attracted a reliability coefficient of 0.78. The data were analyzed using percentages and frequency distributions. Among other findings were that, ICT resources available for use in the district are mainly computers, with very few schools having television sets. Also, inadequate and unavailable ICT resources, lack and unstable sources of electricity and lack of integration skills were mentioned as the inhibiting factors of ICT integration into the curriculum. The researcher recommended that, the government and other stake holders of education in Ghana should consider providing a variety of Information and Communication Technologies or resources proportionally to all public basic schools to encourage more effective teaching and learning.

Source: UEW
Incorporating mbensuon ensemble into the christian religious activities of the catholic church. a case of Anomabo parish

The study was conducted to find out why the Roman Catholic Church in Anomabo Parish incorporates traditional ensembles like “Mbensoun, Asafo, F4nt4mfr4m” and other ensembles in her activities. The researcher employed both quantitative and qualitative approaches to gather the data. The study revealed that three elements of the ensemble have been incorporated in the activities of the Church. That is, blowing of horns, playing of drums and bell as well as singing of traditional songs. The study revealed that most people who are non-Catholics do not understand why the Catholic Church incorporates “Mbensoun” in her religious activities. However, eighty five percent (85%) of the respondents agree that „Mbensuon‟ should be incorporated in the Catholic Church in order to entice the participation of the youth to unearth their musical talents and to preserve the culture of the communities in Anomabo Parish. The research also revealed that the inculturation of the „Mbensuon‟ ensemble has erased the dichotomy between the Catholic Church and members of the community. The inculturation also helps people to maintain their tradition, culture as well as traditional ensemble. The study recommends that traditional ensembles like „Mbensoun, F4nt4mfr4m, kete‟ and others must be taught in all pre tertiary institutions in Ghana to enable all children of school going age to develop positive attitude towards African musical instruments. In conclusion, the research work exposes to non-Catholics to some of the activities of the Catholic Church, and why those activities are carried out.

Source: UEW
Incorporation of traditional symbols of Upper East region into fugu fabrics

This research sought to produce fugu fabrics with traditional symbols of Upper East Region incorporated in them. The qualitative research method and the studio based research design were adopted for this research project. Both the purposive and the random sampling methods were employed in this research which made it possible to reach the respondents. Yarns of various colours such as brown, blue, white, yellow, green and cream are the main materials used in construction of the fugu fabrics in the plain weave structure with stripes. This was followed with the application of the traditional symbols through the use of a digital embroidery machine, after the symbols were transformed into embroidery stitches on the computer with CorelDraw. This research discovered that the people of Upper East Region have not documented their traditional symbols. They have totems that they used as symbols of identification. Another major finding of this research is that fugu fabrics contribute a lot to the cultural and socio-economic lives of the people as they use them for funerals, festivals and marriages and it also helps them earn good living through occupations such as weaving of the fabric, sewing and sale of smocks. In a nut shell, the modified fugu fabrics produced have rendered the fabrics more attractive and added more meaning and value to them. The researcher recommends that the various clans adopt the symbolic fugu fabrics for the performance of their traditional ceremonies. This will serve as a means of showcasing their trich culture and raditional symbols.

Source: UEW
Increasing access to intrauterine contraceptive device uptake in Ghana: Stakeholders views on task sharing service delivery with community health nurses

Introduction: Evidence supporting successful task sharing to increase Intrauterine Contraceptive Device (IUD) uptake exist in some developing countries that have challenges with availability of trained health professionals. Although Community Health Nurses (CHNs) in Ghana are trained to provide primary health care including emergency deliveries in rural communities, they are not professionally mandated to provide IUD services. Objectives: To explore stakeholders� views on task sharing IUD services with CHNs in Ghana. Methods: This qualitative case study was conducted in Accra, Ghana between June and September 2018. Focus group discussions and in-depth interviews were used to collect data from purposively selected participants. Included in the study were policy makers, policy implementing institutions, service regulators, Non-Governmental Organisations, field providers and service end users. Interviews were recorded and transcribed verbatim. We manually performed thematic analysis of data and findings were appropriately described by paraphrasing and/or quoting relevant responses verbatim. Results: There is a general mixed feeling towards task sharing IUD services with community health nurses in Ghana. Policy makers, programmers, gynaecologists and IUD users interviewed believed that CHNs are capable of providing safe IUD services when well trained, adequately resourced and supervised. Based on some field experiences of complications associated with IUD insertions, participants who were midwives clearly indicated the need for effective training and careful implementation strategies. Conclusions: Despite concerns about user safety, respondents endorsed task-sharing IUD services with trained CHNs in Ghana. Implementation study focusing on competency-based IUD training for selected CHNs is recommended to provide empirical evidence to back policy decisions. Copyright � The Author(s).

Source: UEW
Indigenist African development and related issues: Towards a transdisciplinary perspective

There is no term so heavily contested in social science literature/nomenclature than 'Development'. This book brings Indigenous perspectives to African development. It is argued that contrary to development as we know it not working, a greater part of the problem is that conventional development approaches that work have in fact not truly been followed to the letter and hence the quagmire. All this is ironic since everything we do about our world is development. So, how come there is "difficult knowledge" when it comes to learning from what we know, i.e., what local peoples do and have done for centuries as a starting point to reconstructing and reframing 'development'? In getting our heads around this paradox, we are tempted to ask more questions. How do we as African scholars and researchers begin to develop "home-grown solutions" to our problems? How do we pioneer new analytical systems for understanding our communities and offer a pathway to genuine African development, i.e., Indigenist African development? (see also Yankah, 2004). How do we speak of Indigenist development mindful of global developments and entanglements around us? Can we afford to pursue development still mired in a "catch up" scenario? Are we in a race with the development world and where do we see this race ending or where do we define as the 'finishing line'? A Publication of the Centre for School and Community Science and Technology Studies [SACOST], University of Education, Winneba, Ghana. � 2014 Sense Publishers. All Rights Reserved.

Source: UEW
Indigenous conflict resolution and peace-building among the nabdam of Ghana

Harmonious living is an essential ingredient for the progress of every society. This requires that conflicts which are a natural part of human life are amicably resolved when they arise. Largely, people have the options of resorting to the statuary courts system or indigenous approaches which are rooted in the customs and traditions of societies for the resolution of conflicts. This study examined the indigenous conflict resolution, peace-building and human rights among the Nabdam of Ghana using the descriptive design within the qualitative research paradigm. It involved thirty persons from the area consisting chiefs, elders, and individuals who have employed the approach in resolving their disputes. The instruments of interview, focused-group discussion, and observation were deployed to gather data for the respondents. It emerged from the study that the Nabdam indigenous approach to conflicts resolution has four stages which are structured and followed to achieve peace-building and the recognition of human rights of persons involved in the process. It was therefore considered important for the indigenous approach to be strengthened and promoted by the government of Ghana in all societies in the country so as to achieve peace-building. It also emerged from the study that the Nabdam indigenous conflict resolution approach has no formal place for the involvement of women in its administration even though they were found to be effective in managing disputes especially those involving women. It was therefore concluded that women should be formally involved in the application of the approach. � International Conference on Multidisciplinary Research.All right reserved.

Source: UEW