The course is to enable students gain computer knowledge to complete their thesis and oral examination. It is also, to equip students with skills in ICT that they may need to teach in their various areas of specialization. The course is intended to equip students with computer literacy to help them improve in the presentation and teaching of Home Economics Education. Data management tools such as MS Excel and MS Access as well as Presentation tool such as Power Point would be explored.

The course provides information on historical and theoretical perspectives on learning for practice. The theories have a continuing and direct relevance for classroom teachers. The course aims at exposing students to the challenges in the learning environment and how effective teaching could be enhanced. Topics such as motivation and other approaches to learning would equip students with various ideas, skills and strategies in classroom teaching.

This course exposes students to the nature and characteristics of psychological tests, the selection of good tests for counselling purposes and the administration, scoring and interpretation of psychological tests for counselling purposes.

An elementary knowledge of statistics, including the use of SPSS is required for this course. The focus of the course is the application of statistical methods to educational problems. Emphasis is on the normal, t, chi-square and F distribution. Hypothesis testing and one-way analysis of variance will be treated.

This course exposes a range of issues and practices in educational inquiry and research. Procedures and methodologies necessary to pursue research problems in meausrement, evaluation and applied statistica are investigated. There is an overview of educational research methods including validity and reliability and validity of data and practical considerations in planning, conducting and disseminating research outcomes and improving research. The course provides students with skills and knowledge needed for qualitative and quantitative inquiry as well as critiques of research.

The course is designed to reinforce and further develop the writing skills of students at the postgraduate level. It is centred on the notion that the future success in postgraduate work is dependent to some extent, on the individual student’s ability to demonstrate understanding and insights regarding diverse forms of academic writing. This course will further provide students, nuanced understanding with respect to linguistic/ rhetorical theoretical underpinnings, features of academic writing and the requisite skills regarding argumentation and research centred-writing.

This course examines both theoretical and practical issues in students’ assessment. It discusses the nature and relevance of assessment in the teaching and learning processes and examines extensively the theoretical and practical issues of validity and reliability of assessment results. Principles and guidelines for crafting various teacher-made tests and standardized tests are also discussed.  Professional responsibilities, appropriate ethical behaviour of educators in assessment as well as legal requirements in educational assessments are presented and discussed.

The course examines the basic education school curriculum in Ghana. Students discuss the curriculum and its appropriateness in the education of children with special needs. Discussion will also focus on the principles of curriculum adaptation, modification and differentiation for children with special needs. Using Applied Behaviour Analysis techniques the students will be engaged to develop a curriculum for children in special and inclusive education.

In this course, the student will critically examine issues related to special education assessment policies, the selection of appropriate assessment instruments (e.g. the use of formal and informal assessment techniques), the role of the multi-disciplinary team, and parental involvement. More emphasis will be placed on assessment procedures in Ghana. At the end of the course, the student should be able to adopt appropriate assessment procedures that meet the needs of the child. 

This course is designed to equip students with an in-depth knowledge in visual     impairment, intellectual disabilities, learning disabilities, hearing impairment, behavioural disorders, communication disorders, and autism. Students will discuss and make critical analyses of the history, definitions types, theories, characteristic and the aetiology. A critical evaluation of case examples will also be focused upon. The students will also have the opportunity to discuss the various educational intervention strategies and methodologies.

The practicum helps the student to actualize theory with practice. The student identifies and assesses a child with special educational needs. The student will be able to assess, design and implement an individualized education plan (IEP) for the child. The student will also be expected to work for two semesters with teachers, parents and the community in meeting the needs of the child. 

The course examines the UNESCO (1994) Salamanca proposition for educational system all over the world to develop structures for the education of children with special educational needs and disabilities (SEND) in the mainstream or regular school/classrooms. What are the arguments for the proposition? The student is expected to come to terms with the benefits and challenges in accommodating children with SEND in the regular school. Among the main issues to be examined are: the needs of children with SEND, policies and practice for mainstreaming/inclusion, benefits and challenges and methods of accommodation for effective learning in inclusive settings. 

The student will be exploring current trends and controversial issues and their relationship to policy, practice and research. There will be discussion on how the field has evolved in the use of assistive technology and current trends in educational practices. At the end of the course, the student should be able to present position statements about the trends and issues related to Special and Inclusive Education derived from current literature. The student will also examine various policies in special and inclusive education. These will include the Western, Asian and African policy contexts. Strategies for policy formulation and implementation will be discussed.

The student is assigned supervisors who will guide him/her to identify a research topic to investigate based on the College of Education Studies and the University format on graduate thesis writing. The student reviews related literature, collects and analyses data and presents final report.