Abstract:
The purpose of the study was to investigate the attitude of preschool teachers towards
the inclusion of children with disabilities in the Sekondi-Takoradi Metropolitan. The
objectives of the study sought to: determine preschool teachers' attitudes toward the
education of children with disabilities; examine the factors that influence preschool
teachers' attitudes toward the education of disabled children and identify the ways that
could improve preschool teachers' attitudes toward the education of children with
disabilities in the Sekondi-Takoradi Metropolitan. The sample size for the study was
sixty-five (65). The study used purposive sampling and simple random sampling
techniques. Questionnaire was used as a data collection instrument. Each
questionnaire responses from the preschool were analysed descriptively using
frequency tables and simple percentage count. The study found that most preschool
teachers agreed that their attitude towards the education of children with disabilities
include educational background have prepared them to effectively teach children with
disabilities and feel comfortable teaching children with disabilities and all efforts
should be made to educate children with disabilities in the regular education
classrooms. Again, the study found that majority of the preschool teachers agreed that
factors that influence their attitude towards the education of children with disabilities
include the type and severity of disability, experience in dealing with children with
disability, and knowledge in special education. Finally, the preschool teachers agreed
that the education of children with disabilities include strengthen Metro Directorate‟s
Special Education Coordinators should provide adaptive school environment and
regular in-service training and workshop for preschool teachers. Thus, the study
recommends that preschool teachers should be sensitised to work closely with the
parents since they know more about the challenges encountered by their children.
Also, the study recommends that government, together with NGOs and other
stakeholders of education must ensure adequate provision of quality learning support
systems to support positive attitudinal change towards inclusive education.
Description:
A thesis in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Education
(Early Childhood Education)
in the University of Education, Winneba
