Teacher Attitudes and Perceptions of Inclusive Education: A Case of Ghana

Y

13

Foreign Countries; Teacher Attitudes; Knowledge Level; Inclusion; Regular and Special Education Relationship; Students with Disabilities; Faculty Development; Preservice Teacher Education; Teaching Experience; Elementary Secondary Education

10.9782/JISNE-D-23-00008

2159-4341
2331-4001

The purpose of this study is to examine the knowledge and perceptions of 145 teachers from three regions in Ghana regarding inclusive education. The results show that the teachers have moderate knowledge of inclusive education practices and processes. Additionally, slight moderate positive relationships were found between participants' level of training in inclusive education and their knowledge of inclusive education. From the findings, we argue for stakeholders in teacher education to, as a matter of necessity, reconsider the curriculum and practicum for preparing special and general educators to focus on inclusive practices to effectively prepare pre-service teachers to succeed in inclusive settings. There is also a school leadership imperative, in view of site-specific challenges and needs, to influence school-based strategies to advance inclusionary practices. Successes of such initiatives could be replicated in other schools to advance inclusive education in Ghana. Implications of the study for teacher professional development and inclusive education practice in pre-tertiary educational institutions are underscored.

As Provided

2024

EJ1413307