Abstract:
In an era where the development of a people and nation rests largely on education, the
need for everybody to be educated cannot be overemphasized. This makes the concept
of inclusive education gain much prominence in recent times. It is important to note
that a relatively emerging phenomenon like inclusive education is likely to be met with
setbacks in its implementation. This study therefore sought to explore the challenges
that educational leaders face in implementing inclusive education. The case study
approach was used in undertaking this study, which employed interviews and
questionnaires as methods for data collection. The study engaged headteachers and
teachers from 6 basic schools and GES officials in the Effutu Municipality. The sample
size was 37 (6 headteachers, 27 teachers and 4 GES officials) and was sampled
purposively. Data was gathered through a face-to-face interaction between the
researcher and participants. Data gathered was analysed through the manual generation
of codes and themes. The study revealed that participants were knowledgeable of the
concept of inclusive education and held diverse perceptions about its implementation.
Support was found to be available to schools for implementing inclusive education,
largely in the form of human resources. The implementation of inclusive education was
found to be faced with several challenges, all related to resource constraints, key among
them being financial constraints. Based on the findings, it was recommended that
attention be paid to provision of resources needed for effective implementation of
inclusive education, training of human resources and collaboration among stakeholders.
Description:
A THESIS IN THE DEPARTMENT OF EDUCATIONAL ADMINISTRATION
AND MANAGEMENT, FACULTY OF EDUCATIONAL STUDIES,
SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY
OF EDUCATION, WINNEBA IN PARTIAL FULFILMENT OF THE
REQUIREMENT FOR AWARD OF THE MASTER OF PHILOSOPHY
(EDUCATIONAL ADMINISTRATION AND MANAGEMENT) DEGREE.
APRIL, 2019