Attitude of pre-school teachers towards inclusion of children with disabilities In Sekondi- Takoradi Metropolitan

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.