Winneba (C/R), Dec. 24, GNA - Professor Mawutor Avoke, Dean, Faculty of Education, University of Education, Winneba, has observed that the hallmark of the University should be the training of teachers to serve the learning needs of all pupils.

He maintained that "as a teacher training University it is crucial that how we train students to become teachers should reflect on orientation towards providing the learning needs of all pupils so that when they leave Winneba they will be sensitized towards teaching the requirements of all pupils including the physically challenged children in inclusive schools".

Prof. Avoke was speaking at an inter-departmental forum on Inclusive Education organized by the Department of Special Education of the University and sponsored by UNESCO.

He said inclusive education should be about celebrating individual differences and welcoming diversity in our classrooms.

Prof. Avoke said there was a general problem regarding university teaching strategies, adding that "at the University of Education, Winneba, there are a number of physically challenged persons and often the teaching strategies of faculty members are not directed towards the differential needs of these individuals".

This Prof. Avoke further stated had resulted in a trend where some of the physically challenged students struggle owing to those barriers. He said it is ironical that even though one of the first things learnt as a teacher was individual differences, teachers easily forget that as soon as they leave University on completion of their training. Prof. Avoke said `the difficulty of persons with disabilities doing mathematics and science education at the University has to be examined against a background further research and collaboration between the various departments and re-direction of aspects of the curriculum with emphasis on second subject choices at Winneba''.

He said this had to be done if these subjects were to be strengthened at the basic school level, Prof. Avoke further stated. Mr Alexander M Oppong, Head of the Department of Special Education, took participants through a number of teaching methodologies and asked lecturers to inculcate into students new roles expected of them when they leave the University and come face to face with inclusive teaching in the classroom. 24 Dec. 06