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Article Title: The Influence of Teachers' Classroom Practices on the Self-Concept of Primary School Pupils with Disabilities
by Deku, P., Amponsah, M.O., Opoku, P.

Abstract:
The purpose of the study was to investigate into the influence of teacher classroom practices on the self-concept of children with disabilities in upper primary schools in the Tano North District. The expost-facto research design was used for the study. The instruments used in gathering data for the study were questionnaire and observation guide for teacher classroom practices and a structured interview guide to measure the self-concept of pupils with disabilities. A total of 98 respondents were used. This comprised 30 teachers and 68 pupils with disabilities. Four research hypotheses were formulated to guide the study. Results indicated that teacher classroom practices have a moderate relationship with the self-concept of children with disability. There was no relationship between type of disability and self-concept. Gender of children with disabilities was found to be related to their self-concept. From the findings it is recommended that educational policies should provide equal opportunity for all including children with disabilities. There should also be regular in-service training for teachers to take into accounts the characteristics of children with disabilities in their classroom practices. The study is significant for Ghana Education Service (GES) and other stakeholders. Also contributes to teachers' awareness of the tendency to discriminate against females or girls in the classroom.

Keywords: self concept, primary school, children with disabilities, teacher, classroom practices

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