Abstract:
This study examined the attitudes of private school teachers towards early grade
learners with disabilities in Bolgatanga East District. The sample size was twenty-eight
(28) basic private school teachers which comprised of fourteen (14) males and fourteen
(14) female teachers with average ages between twenty (20) and fifty (50) years. The
study employed concurrent mixed method design, underpinned by the pragmatic
philosophical thought. Data were collected in two phases using a three-point Likert type questionnaire and observation schedule. At the quantitative phase, a questionnaire
was administered to teachers while the qualitative phase involved observation and
interview of class teachers. Descriptive statistics in simple frequency and percentages
were used for quantitative data while the qualitative data were thematically analyzed to
explain issues as they emerged from the quantitative data. The findings of the study
showed that attitudes of private school teachers in the Bolgatanga East District towards
early grade learners with disabilities were as follow; first, the study found that private
school teachers believed that children with disability need to be given special attention
by their teachers in inclusive education. Also, they wished they could spend more time
teaching children with disabilities in their class/school. Besides, private school teachers
also felt there is nothing wrong with including children with disabilities with other
children in general class setting. Lastly, it was also found out that the teachers held a
strong view that both able and disable learners must be given same and equal right in
school and teachers encourage their co-teachers to always attend to the needs of learners
with disabilities. It was therefore among other things recommended that education and
regular training should be given to teachers by appropriate stakeholders such as the
Ghana Education Service, educational non-governmental organizations so as to enable
teachers exhibit positive attitude towards all of their students and to ensure that all
children have equal access to education. Private school teachers’ attitudes should be
reoriented to positively influence the teaching of children with disabilities in inclusive
schools. This will enhance their competencies in handling early grade learners with
disabilities.
Description:
A dissertation in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfillment of the requirements
for the award of the degree of
Master of Education
(Early Childhood Education)
in the University of Education, Winneba