Perceived school factors affecting the implementation of inclusive education in two schools in the Effutu

Abstract

This study investigated on the perceived school factors affecting implementation of inclusive education in two schools in the Effutu Municipality, Winneba. It employed a case study, qualitative research designs, grounded in the interpretivist paradigm. A semistructured interview guide and a focus group discussion guide were used to collect data from 10 purposively selected participants, comprising 2 headteachers and 8 teachers from the two selected schools. Data collected was analysed thematically. Among others, the study revealed that the teachers understood what inclusive education policy was about but teachers tend to develop negative attitudes towards the implementation of Inclusive Education due to the child‟s condition, limited knowledge and skills as well the school environmental factors. Also, the study revealed that the school environment was not accessible for children with special needs and disabilities. The schools also had limited resources (assistive device and human resources) to support the implementation of Inclusive Education. The study concluded that although teachers were aware of the Inclusive Education Policies in Ghana, they tend to find it difficult to comply. The Government of Ghana, through the Ministry of Education and the Special Education Division (SPED) should make school environment accessible to all persons including those with special educational needs and disabilities and also provide schools practicing inclusive education the needed resources (assistive device and human resources) that will help teachers develop positive attitudes towards children with special education needs in the implementation on inclusive education. Also, in-service training, seminars and workshop should be organized for teachers on regular basis to help teachers develop their social, personal, academic and professional competency on inclusive education.