Teacher’s attitudes towards inclusive education in Effutu Municipality

Abstract

The study entailed teachers’ attitude towards children with disabilities in inclusive education within the Effutu Municipality in the central region of Ghana. Cross sectional survey design was used to guide the study. Data was gathered via questionnaire and interview. The qualitative data were analyzed using thematic approach and descriptive methods whereas quantitative data were analysed using simple percentages. Participant stated that there was no problem including children with disabilities with the other children in general classroom settings. Also, teachers were happy when they see children with disabilities willing to learn with other students. The study further revealed training, availability of educational resources, past experiences, and gender as some of the factors that influence attitude of early grade teachers in the Municipality towards inclusive education. Lastly, lack of training, competencies and inadequate teaching and learning materials impededd the implementation of inclusive education. The study recommended, among other things that teachers in the mainstream schools be provided with intensive training on teaching children with disabilities to enable them effectively handle all categories of children with disabilities in their classroom. Also, GES should endeavour to supply appropriate and adequate teaching and learning resources to enhance the work of teachers. In addition, teachers should be encouraged to develop attitudes towards students with disabilities so as to help augment inclusive education.