Provisions Teachers Make For Students with Special Educational Needs in Three Selected Inclusive Schools at Pokuase in the Greater ACCRA Region of Ghana: The Use of Peer Support

The study focused on investigatingteacherspromotion ofpeer support for students with special educational needs to enhance their participation in learning at Pokuase in the Greater Accra Region of Ghana. The study employed the descriptive survey design. Purposive and simple random sampling techniques were used to select the sample size of 112 respondents. Descriptive statistical method was used to analyse questionnaire data for the study. Data from the semi-structured interviews were analysed using thematic data analysis. Results from the study revealed that, teachers assigned students with learning difficulty to a peer for support during the teaching and learning process, students who needed support are seated in close proximity to peers during lessons, teachers engage studentsin cooperative learning. Also, peers are allowed to copy, review and explain lessons to students with special needs during teaching especially for students with poor finger dexterity and slow learners. However, the study recommended that teachers expand peer support to include assisting the physically impaired students get about their environment and allowing students with special educational needs serve as tutor to their peer as well. Purpose of the study: The study sought to investigate how teachers promote peer support for students with special educational needs during teaching and learning process.