29th October 2013
Thirty (30) GES Teachers trained on Specific Learning Difficulties
Thirty classroom teachers of the Ghana Education Service (GES) are receiving training on identification and management of pupils with Specific Learning Difficulties. The training is conducted by SpLenDiD, an Expertise centre for Specific Learning Difficulties in Accra. SpLenDiD has trained already over one hundred Resource Teachers of the GES, and recently trained five of them in-depth on how to conduct assessments for Specific Learning Difficulties. The organisation is one of very few in Ghana with the requisite expertise to provide this type of training.
The training is organised and funded by Special Attention Project (SAP), a local NGO for children with Specific Learning Difficulties in Ghana. The training aims at improving the quality of education for pupils with Specific Learning Difficulties as part of a pilot programme to create Resource Rooms in ten (10) selected public schools in the Greater Accra Region.
An earlier study by SAP revealed that Specific Learning Difficulties play a role in the drop-out rate in children in the basic school. Parents and former teachers were consistently reporting poor academic performance and difficult behaviour as characteristics of the children when they still in school.
The patterns suggested that when a child has a problem in one or more areas of learning he or she is at a higher risk to drop out from school.
Currently, the Ghanaian basic education system does not provide professional learning support for children with Specific Learning Difficulties. Specific Learning Difficulties include Dyslexia (difficulty in reading, writing and spelling), Dyscalculia (difficulty in mathematics), Attention Deficit Hyperactivity Disorder (difficulty in attention and concentration), Dyspraxia (difficulty in motor and coordination) and Irlen Syndrome (visual perception disorder) among others.
Thirty (30) GES Teachers trained on Specific Learning Difficulties
Thirty classroom teachers of the Ghana Education Service (GES) are receiving training on identification and management of pupils with Specific Learning Difficulties. The training is conducted by SpLenDiD, an Expertise centre for Specific Learning Difficulties in Accra. SpLenDiD has trained already over one hundred Resource Teachers of the GES, and recently trained five of them in-depth on how to conduct assessments for Specific Learning Difficulties. The organisation is one of very few in Ghana with the requisite expertise to provide this type of training.
The training is organised and funded by Special Attention Project (SAP), a local NGO for children with Specific Learning Difficulties in Ghana. The training aims at improving the quality of education for pupils with Specific Learning Difficulties as part of a pilot programme to create Resource Rooms in ten (10) selected public schools in the Greater Accra Region.
An earlier study by SAP revealed that Specific Learning Difficulties play a role in the drop-out rate in children in the basic school. Parents and former teachers were consistently reporting poor academic performance and difficult behaviour as characteristics of the children when they still in school.
The patterns suggested that when a child has a problem in one or more areas of learning he or she is at a higher risk to drop out from school.
Currently, the Ghanaian basic education system does not provide professional learning support for children with Specific Learning Difficulties. Specific Learning Difficulties include Dyslexia (difficulty in reading, writing and spelling), Dyscalculia (difficulty in mathematics), Attention Deficit Hyperactivity Disorder (difficulty in attention and concentration), Dyspraxia (difficulty in motor and coordination) and Irlen Syndrome (visual perception disorder) among others.
