The goal of the programme is to produce world class scholars capable of teaching in higher educational institutions, as well as contributing expert ideas that will inform educational policy, curricular content, and school classroom practice. That is, educational policy such as policy on equalization of educational opportunity across the gender, socio-economic background and rural-urban dichotomies. Other task will include monitoring the curriculum to check on relevance, currency and adequacy of content of teaching will be enriched with the expert ideas of the products of the programme.
Specifically the programme will produce graduates who will acquire knowledge and competency to:
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:
A non- research master’s degree candidate seeking admission to the MPhil Programme must:
Wood workshop that manufactures Teaching and Learning Materials for students for the purposes of teaching and learning as well as ensure maintenance of wood works within the Faculty.
Laboratories for practical studies in science related courses
Computer Laboratory for use by the students of the Faculty for teaching and learning
A Training Restaurant which renders catering services to the Staff of the Faculty and the University at large.
A Gym Centre that helps to provide the physical health needs of the staff of the Faculty and the University at large.
Faculty Library which is available for students use and research work.
Wi-Fi Services: The faculty provides a 24-hour wi-fi service for its students. This facility is meant to ease the pressure students have to go through doing their assignments and other related academic researches.
Post Graduate Laboratory: The faculty also has an ultra-modem Post Graduate lab where our Graduate Students undertake their research work and also hold other practical lectures and seminars.
Graduate Rest Room for our post graduate students to relax and hold discussions pertaining to their work. It also serves as a waiting room for our post graduate students prior to the lecture period.
The student is assigned supervisors who will guide him/her to identify a research topic to investigate based on the College of Education Studies and the University format on graduate thesis writing. The student reviews related literature, collects and analyses data and presents final report.
The seminar is designed to assist the doctoral student to specialize in two disability areas e.g. Developmental Disabilities (i.e. intellectual disabilities, learning disabilities, autism), Sensory Disabilities (i.e. visual and hearing impairments), and Social, Emotional and Behavioural Difficulties. The student will examine the nature of inquiry in the selected areas and will be very conversant with emerging issues that will enable him/her develop a line of research to contribute to the knowledge base of the areas of interest. The seminar will further equip the student to develop programme plans, seek for service opportunities, and access funding/grants for research.
The course helps the student to understand how applied behaviour analysis (ABA) can be used to identify a student’s special educational needs. It will expose the student to the theoretical models that explain conditions under which humans behave. The student further examines multiplicity of interrelated paradigms underpinning classroom management. The course will encourage the student to study and understand individual and group behaviour patterns and structures in order to improve classroom performance and effectiveness. Upon completion of this course, the student will be able to design and apply behaviour management techniques for making positive changes in students’ academic, social and/or affective behaviour.
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.
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.
This course is aimed at enabling students to examine various policies in special and inclusive education. These will include policies in the international as well as the Ghanaian context. Effective Strategies in special and inclusive education for policy makers will be discussed. At the end of the course, the student should be able to formulate special and inclusive education policies that meet the needs of his or her community.
In this seminar, the student will be expected to demonstrate knowledge and skills in designing and analysing small samples and single subject research methodologies in solving problems in Special Education. The student is expected to provide an overview of historical and philosophical foundations and issues in behavioural assessment. The student further examines underlying principles, strengths and limitations of single subject research designs, and methods of data analysis. At the end of the course, the student should be able to demonstrate an understanding and competence in behavioural measurement, critiquing, summarizing, and presenting information related to single subject research investigations.
This course is meant to examine international and national legislations, and ethical considerations relating to the field of Special Needs Education. Students will be introduced to critical analysis of existing policies from selected countries, conventions on the rights of persons with disabilities (PWDs), Disability Acts, code of ethics and standards for special educators. Emphasis would be put on the development of legal frameworks and sound policies and procedures to ensure an appropriate education for students with special educational needs and disabilities. Issues related to human rights, equality, equity, fairness and inclusive education will be discussed. The course will further examine procedures that protect the rights and responsibilities of persons with disabilities (PWDs) as well as parental involvement and partnerships. Finally, students will be encouraged to undertake some comparative analysis of special and inclusive education policies in Ghana and other countries.
