Abstract
This study investigated teachers’ perceived use of teaching and learning materials in inclusive classrooms. Based on the framework of Technological Pedagogical Content Knowledge (TPACK), the purpose is to determine teachers’ perceived use of teaching and learning materials in the teaching of mathematics, social studies, science and literacy skills in inclusive basic schools. One hundred and forty-five participants were randomly surveyed from 35 inclusive pilot schools in Ghana. A (TPACK) instrument consisting of 47 items with Cronbach’s reliability coefficient; ranged from .75- .92 for the seven TPACK subscales were used for data collection. The Pearson correlation and t-test were used to analyze the data. The results revealed that there was a significant correlation between perceived use of TLM and TPACK variables. Significant differences were noted between male and female teachers’ perceived use of TLM in mathematics and social studies. However, no difference was found in the use of TLM between the special educators and general educators. It was recommended that teacher education institutions should provide additional planning time for pre-service teachers to experiment with variety of teaching and learning materials in teaching mathematics, social studies, science, and literacy skills.