Search

Mainstreaming Children with Disabilities in Regular Classroom

The course examines the UNESCO (1994) Salamanca proposition for educational system all over the world to develop structures for the education of children with special educational needs and disabilities (SEND) in the mainstream or regular school/classrooms. What are the arguments for the proposition? The student is expected to come to terms with the benefits and challenges in accommodating children with SEND in the regular school. Among the main issues to be examined are: the needs of children with SEND, policies and practice for mainstreaming/inclusion, benefits and challenges and methods of accommodation for effective learning in inclusive settings. 

Course Code: 
EPS 875
No. of Credits: 
3
Level: 
Level 800
Course Semester: 
Second Semester
Select Programme(s): 
Special Education
Special Education

Advanced Practicum in Special Education

The practicum helps the student to actualize theory with practice. The student identifies and assesses a child with special educational needs. The student will be able to assess, design and implement an individualized education plan (IEP) for the child. The student will also be expected to work for two semesters with teachers, parents and the community in meeting the needs of the child. 

Course Code: 
EPS 874
No. of Credits: 
3
Level: 
Level 800
Course Semester: 
Second Semester
Select Programme(s): 
Special Education
Special Education

Advanced Studies and Methods in Disabilities

This course is designed to equip students with an in-depth knowledge in visual     impairment, intellectual disabilities, learning disabilities, hearing impairment, behavioural disorders, communication disorders, and autism. Students will discuss and make critical analyses of the history, definitions types, theories, characteristic and the aetiology. A critical evaluation of case examples will also be focused upon. The students will also have the opportunity to discuss the various educational intervention strategies and methodologies.

Course Code: 
EPS 873
No. of Credits: 
3
Level: 
Level 800
Course Semester: 
Second Semester
Select Programme(s): 
Special Education
Special Education

Assessment in Special Education

In this course, the student will critically examine issues related to special education assessment policies, the selection of appropriate assessment instruments (e.g. the use of formal and informal assessment techniques), the role of the multi-disciplinary team, and parental involvement. More emphasis will be placed on assessment procedures in Ghana. At the end of the course, the student should be able to adopt appropriate assessment procedures that meet the needs of the child. 

Course Code: 
EPS 872
No. of Credits: 
3
Level: 
Level 800
Course Semester: 
Second Semester
Select Programme(s): 
Special Education
Special Education

Curriculum and Instructional Programming for Exceptional Children

The course examines the basic education school curriculum in Ghana. Students discuss the curriculum and its appropriateness in the education of children with special needs. Discussion will also focus on the principles of curriculum adaptation, modification and differentiation for children with special needs. Using Applied Behaviour Analysis techniques the students will be engaged to develop a curriculum for children in special and inclusive education.

Course Code: 
EPS 871
No. of Credits: 
3
Level: 
Level 800
Course Semester: 
Second Semester
Select Programme(s): 
Special Education
Special Education

Assessment in Schools

This course examines both theoretical and practical issues in students’ assessment. It discusses the nature and relevance of assessment in the teaching and learning processes and examines extensively the theoretical and practical issues of validity and reliability of assessment results. Principles and guidelines for crafting various teacher-made tests and standardized tests are also discussed.  Professional responsibilities, appropriate ethical behaviour of educators in assessment as well as legal requirements in educational assessments are presented and discussed.

Course Code: 
EPS 853
No. of Credits: 
3
Level: 
Level 800
Course Semester: 
Second Semester
Select Programme(s): 
Special Education
Special Education
24 Nov, 2019

The University of Cape Coast will be hosting an international training workshop on the Integrated Decision Support System (IDSS) from February 17-21, 2020 in Cape Coast, Ghana. The training is conducted under the Feed the Future Innovation Laboratory for Small Scale Irrigation (ILSSI) which is led by Texas A&M University. The IDSS is part of the research conducted under this program in Ghana in collaboration with Texas A&M University and three CGIAR centers: International Water Management Institute (IWMI), International Livestock Research Institute (ILRI) and International Food Policy Research Institute (IFPRI).
    
The training will be conducted by a team of practicing scientists from Texas A&M University. Participants in the training will be graduate students and young scientists with backgrounds in economics, agronomy, water resources, hydrology, and engineering. Trainees will be introduced to three models that make up the IDSS, which are integrated to provide a holistic assessment of the impact of alternative interventions in food and agriculture. The models
included in this training are:

•    Agricultural Policy/Environmental eXtender Model (APEX, Apex.tamu.edu) - a farm/field scale model for hydrologists, agronomists, and soil scientists to evaluate crop production and environmental sustainability

•    Farm Income Simulator (FARMSIM, https://www.afpc.tamu.edu/) - a socio-economic model for agricultural economists or people seeking an economic understanding

•    Soil and Water Assessment Tool (SWAT, swat.tamu.edu) - a watershed scale model for
hydrologists, agricultural engineers, and other related water resource professionals.

The training on each model will be conducted in parallel, except on the morning of the 1st and the entire 5th day, where all participants will be together to understand the model integration and learn from case studies. Participants have to choose one of the models for detailed training from the afternoon of the 1st day to the end of the 4th day.

We hereby invite faculty, graduate students, scientists, technical advisors and other practitioners from universities, ministries, agencies, research institutions, private sector and other organizations to apply for the training.

Applications should be made in writing through an e-mail to Dr. Benjamin K. Nyarko at bnyarko@ucc.edu.gh.
 
The deadline for the application is January 30th, 2020. Successful applicants will be notified by 5th February, 2020. Female researchers and scientists are encouraged to apply. There are limited seats - participants should apply as soon as possible.

For further information, please contact us via bnyarko@ucc.edu.gh or call Tel: +233 33 2130680 or +233206640183

Training materials, lunch, and other refreshments will be provided free of charge by training conveners. However, participants are expected to cover their own transport and costs of living in Accra throughout the training period. In addition, candidates should come with their own laptop computers.

Feed the Future Innovation Lab for Small Scale Irrigation - https://ilssi.tamu.edu/
 

Research Agenda

 

The research areas of the Academic Senior Members of the Faculty of Science and Technology Education are outlined in accordance with the respective Departments as follows:

Department of Vocational and Technical Education

Broad themes of the research areas include: improving teaching and learning of vocational and technical education at all levels of education; and making vocational and technical accessible and attractive to the Ghanaian child.

Department of Health, Physical Education and Recreation

Research of the Department addresses issues in: Physical Education Teacher Education in the era of multiple modes of delivery of teacher Education; Responsiveness of physical Education programmes in meeting the changing needs of the Society; and Physical Activity and Healthy Lifestyles as precursors of Wellbeing.

Department of Science Education

The department has broad foci of research that include: Access, Equity, and Quality of Teaching and Learning of Science at the pre-tertiary level; improving Teaching and Learning of Science at all Levels of Education through Reflective Teaching Practice; Integrating Curriculum Studies in Science; Conceptual Change in Scientific Concept; and Design and Development of Instructional Strategies.

Department of mathematics and ICT Education

The Department has broad foci of research areas as: Teaching and Learning of Mathematics and ICT; Curriculum Studies in Mathematics and ICT; Design and Development of Instructional Strategies; Teachers’ Knowledge for Teaching Mathematics; and Integrating ICT into Teaching and Learning of Mathematics.

Prospective Students

 

The Faculty of Science and Technology Education offers variety of undergraduate and post- graduate courses and programmes that are tailored to give students some level of flexibility in meeting their Educational and Professional needs. These courses can be accessed at both regular and sandwich mode in the academic departments of the Faculty.

Academic Departments

The Faculty consists of four academic departments namely:

  1. Department of Science Education (DSE)
  2. Department of Mathematics and Information, Communication and Technology Education (DMICTE)
  3. Department of Vocational and Technical Education (VOTEC)
  4. Department of Health, Physical Education and Recreation (HPER)
Degree Type: 
Doctor of PhilosophyDepartment of Education and Psychology
Programme Duration: 
3 years (Standard Entry)
About Programme: 

The M.Phil. /Ph.D. programme in Special Education aims at preparing highly qualified    special education experts to become successful and productive professionals in teaching, formulating and implementing policies in special and inclusive education, and engaging in meaningful and relevant teaching and research.

Goal / Objectives: 

The objectives of the programme are to:

  1. Develop the competence of the student in policy formulation issues related to special and inclusive education.
  2. Train the student to demonstrate advanced and applied knowledge in emerging conceptual approaches to practices in special and inclusive education.
  3. Equip the student with higher level skills in special and inclusive pedagogies.
  4. Train high calibre professionals to teach in higher institutions of learning.
  5. Enhance the skills of the student in research philosophies and methodologies and to be to conduct basic and applied research in education.
Career Opportunities: 
  1. Ministry of Education and Ghana Education Service 
  2. College of Education (Tutors)
  3. Security Services, NGOs 
  4. Training Units of institutions
Entry Requirements: 

A successful applicant would be offered a probationary admission as a Postgraduate Research Student [PRS] for the first year. Students may progress to the second year after having satisfied the following conditions:

  1. Completed all courses required at the masters level
  2. Obtained a  CGPA of 2.5 or better 
  3. Taken a course in academic writing and passed 
  4. Successfully defended a final research proposal before a department examining panel

A non- research master’s degree candidate seeking admission to the MPhil Programme must: 

  1. Have obtained a CGPA of 2.5 or better in the masters course work
  2. Submit an official transcript    of academic record 
  3. Submit at least two referee’s report one of which must be from a former lecturer 
  4. Submit a proposal of 2-3 pages on the intended area of study including references
  5. Satisfy any additional requirements prescribed by the colleges/faculties /schools /institutes/departments. This may include relevant work experience and written entrance examination and / or interview.

Pages