Assessing Creative Arts Teachers’ Competence in the Implementation of Inclusive Creative Arts Education Using Universal Design for Learning Framework

Abstract

Teachers’ competence and effective class management skills play a key role in the implementation of inclusive education. Students with special educational needs may find the classroom environment unfriendly and hostile particularly when teachers do not adopt the right inclusive classroom strategies. This study aimed at assessing creative arts teachers’ competence in the implementation of inclusive creative arts using Universal Design for learning framework. The study adopted convergent parallel mixed research method with purposive and stratified sampling techniques to select 10 Head teachers and 226 creative arts teachers to respond to semi-structure interview and questionnaire. The study revealed that, teachers’ pedagogical competence has an impact on inclusive education for all children. Again, it was found that, most of the teachers use inclusive strategies that are disability friendly but there are no opportunities for them to improve their skills in inclusive and creative arts education through in-service training and workshops. The studied further revealed that, there is no adequate financial support for schools. The study recommended that, the Ministry of Education should make effort to sensitize teachers on the need to adapt effective inclusive strategies in creative arts curriculum delivery through workshops and seminars. Again, school financial support through Capitation grant and GALOP must be disbursed on time for schools to organize regular school-based in-service training for teachers. Lastly, the Universal Design for Learning framework must be integrated into the teacher education curriculum to enable prospective teachers acquire the requisite skills needed for effective classroom management.