Abstract:
The purpose of the study was to investigate the attitudes of teacher trainees
towards inclusive education in basic schools. Specifically, teacher trainees of
University of Education, Winneba understanding of inclusive education
programme, the challenges they face and the support they need to effectively
implement the inclusive programme and their motivation were considered. The
study was delimited to the University of Education, Winneba. The study
employed the descriptive survey design under quantitative research approach.
Out of 346 teacher trainees, 143 (41.3%) of the total population were randomly
and purposively selected for data collection. The study revealed that basic
education teacher trainees in the University of Education, Winneba have
understanding about inclusive education. It was also found that even though the
teacher trainees have understanding about inclusive education, they lack
strategies in assessment. In addition, the study revealed that apart from the
lectures the trainees get, no other support come from the government or their
department or the university or any other organisation. Finally, the finding of
the study revealed that trainees expressed positivity in their motivation towards
learning about and teaching in the inclusive classroom. It was therefore
recommended that the government, teacher training institutions, educational
leaders and teachers must collaboratively towards effective implementation of
existing inclusive education policies. All necessary supports must be provided
for teacher trainees and in-service teachers for successful acceptance and
implementation of the programme.
Description:
A thesis in the Department of Special 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 Philosophy
(Special Education)
in the University of Education, Winneba
