This study examined the experiences of teachers who teach 4- to 8-year-old children with specialneeds in Ghanaian public school classrooms. Also examined were the management strategies put inplace to assist the children in dealing with their unique situations. A team of five researchersinterviewed 68 teachers who teach children with special needs. Results indicate that a majority ofthe teachers support inclusion of children with special needs in their classrooms but were concernedabout the lack of appropriate resources for proper instruction. In addition, participants indicatedthat about 60% of children with special needs did not want to participate in group work. The mostchallenging issues for the teachers involve difficulty getting some of the children to follow basicinstructions and also getting parents to participate in the education of their children with specialneeds. This study recommends parent-teacher associations advocating for the participation ofparents in schools in Ghana. The study additionally recommends employing special educationteachers, nurses, and social workers to assist teachers in Ghanaian classrooms

Early care, inclusion, Ghana, special needs, narrative analysis.