Authors:Joseph Kofi Baidoo , Maxwell Kontor Owusu , Dauglas Fofie , Joana Anokyewaa , Lawrence Oscar Gaisie Pages: 1 - 18 Abstract: Aim: The main aim of the study was to examine the perceptions and the determining factors of these perceptions in the implementation of inclusive education among early grade educators in the Akuapem South District of Ghana. Methodology: For this study, a descriptive survey design was employed. After reviewing extant literature, self-crafted questionnaires were validated and piloted to obtain internal consistency cronbach's alpha coefficients of 0.930 and 0.752 for perceptions of early grade educators and the factors influence the Perceptions respectively. These instruments were used to collect quantitative data from all 248 early grade educators in the district. Descriptive statistics (Means and Standard Deviations) were used to analyze data to answer both research questions. Results: The findings of the study indicated that the majority of early grade educators held the perception that inclusive education related to children with disabilities only. They lacked a comprehensive understanding of the theoretical concept of inclusive education. With respect to the factors that influenced the perceptions of early grade educators on the implementation of inclusive school practices, the study revealed that learners’ attitude, working experience with children with disabilities, availability of counsellors and counselling services and in-service training were identified. Conclusion: It is recommended that massive capacity-building programs be organized for early grade educators so as to equip them with knowledge and skills in inclusive education. Again, more Special Education coordinators and counsellors should be sent to the circuits in the district to facilitate education on inclusive education to help teachers work effectively with children with disabilities and also to promote a conducive learning environment, especially for children with disabilities. PubDate: 2023-03-21 DOI: 10.9734/acri/2023/v23i4565 Issue No:Vol. 23, No. 4 (2023)
Authors:João Francisco Severo-Santos Pages: 19 - 29 Abstract: Learning human anatomy can be challenging for Physical Education and Medicine students. Large volume of information, technical terminology, difficulty in visualizing 3D structures, lack of practice and emotional pressure are some challenges faced by students. However, the study of muscle anatomy is as important for physicians as it is for physical educators, albeit for different main reasons. In this study, the objective was to verify if there are differences in the performance of medical and physical education students in practical tests of recognition of muscular structures in natural and artificial anatomical parts. From approximately 126 muscles of the upper and lower limbs and their girdles, 20 structures were drawn (10 in natural pieces and 10 in artificial pieces). The notes and class notebook records of 86 physical education students and 103 medical students from two public universities were compared, considering that there were no differences between the evaluation methods and the professors in charge. It was found that, despite substantial differences in the socioeconomic profile of each course, physical education students were significantly better at recognizing muscle structures. However, this result was dependent on the better performance of physical education students in the evaluation of artificial parts. The students' performance was lower, much more variable and similar between the groups in the evaluation of the natural pieces. Such results suggest the need for greater contact and manipulation, especially of medicine, in cadaver pieces. PubDate: 2023-03-24 DOI: 10.9734/acri/2023/v23i4566 Issue No:Vol. 23, No. 4 (2023)
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