Abstract:
The study investigated the perception of teachers on the implementation of inclusive
education in the Kwahu East District of the Eastern Region. The quantitative approach
using a descriptive survey was employed for the study. The sample for the study was
200 teachers from 25 basic schools in the district. The 25 basic schools were chosen
using the simple random technique whilst census technique was used to sample the
participants from the selected schools. The SPSS software version 23.0 was used to
assist in the data analysis. The study showed that teachers had a positive attitude
towards learners with disabilities in the classrooms; however, the environment was not
facilitating their full participation. The study further indicated that teachers were only
ready to include learners with mild disabilities in their classrooms. It was again revealed
that there are inadequate material resources to make inclusion a reality. The study
further showed that teachers had little knowledge in curriculum adaptations to meet the
needs of learners with disabilities. It was recommended among other things that Ghana
Education Service (GES) should organize in-service training for teachers on curriculum
adaptations. It was again suggested that GES provides more special educators to the
district to support the efforts of the teachers.
Description:
A thesis in the Department of Special Education, Faculty of Educational
Studies submitted to the School of Graduate Studies, in partial fulfillment
of the requirement for the award of the degree of
Master of Philosophy
(Special Education)
in the University of Education, Winneba