Teachers’ perception about the implementation of inclusive education in three educational circuits in Tamale metropolis in Ghana

Abstract

This study sought to investigate teachers‟ perception about the implementation of inclusive education in the Tamale Metropolis of Ghana. The study adopted a cross sectional survey design which involved a sample size of 253 teachers selected through census technique. Questionnaire was used to gather the required data which were analysed using descriptive statistical methods involving frequency, percentages, means, and standard deviations. Also, inferential statistics such as t-test with a 0.05 level of significance was used to test the hypotheses. The findings of the study revealed that most teachers have knowledge to meet the needs of learners with learning disabilities. However, special educators were found to possess higher level of knowledge than their general/regular educators‟ counterpart even though the difference was not statistically significant. It was also revealed that lack of special recognition for teaching an inclusive class, large-class size, and insufficient teaching/learning materials were major challenges to the successful implementation of inclusive education in the metropolis. The study concludes that in spite of the government‟s pronouncements and efforts to support inclusion, teachers would require more resources and other supports in the future to allay their concerns. The study recommends Tamale Metropolis Directorate of Ghana Education Service to collaborate with basic school heads in assisting teachers through the implementation of professional development/training programmes in order to employ adaptive instructional strategies to help children with disabilities.