The role of resource teachers towards successful inclusive education in Ghana

Abstract

This study was conducted to explore the views of resource teachers on the role they play in the implementation of inclusive education in Ghana. The study adopted the survey design and used teacher-made questionnaire for the collection of data. Through the purposive sampling technique, the researcher involved 105 resource teachers in the study. Through the descriptive analysis, the data collected were analysed to reflect the research questions. The findings were: A total (68.2%) of the resource teachers were of the view that resource teachers have the skills, knowledge and competencies needed in inclusive setting. Again (55.8%) of the resource teachers agreed that resource teachers play active role in assessment in the inclusive setting. Finally (60.5%) of the resource teachers were of the view that they do not collaborate with parents and other professionals in the inclusive setting. Based on these findings the researcher recommended special training on the use of technology and assistive devices to enhance their role in technological areas. Again, there should be in-service training and orientation on how to collaborate with professionals and parents. The implication for further research was also suggested.