Abstract:
A cross-sectional survey involving ninety (90) teachers from a population of one
hundred and twenty (120) classroom and head teachers in some basic schools was
conducted to investigate classroom teachers' attitudes toward inclusion of children with
special educational needs in the inclusive basic schools within the Amenfi East District.
The collected data were analyzed using descriptive statistics, namely frequency
distribution tables and percentages. Most respondents said that children with disabilities
needed more attention from their teachers; nonetheless, children with disabilities should
not be included in traditional classroom settings alongside other children. More than
half of the teachers responded that if they had their way, they would avoid teaching
impaired kids, despite the fact that they are naturally thrilled to meet children with
disabilities who want to study with other students. Less than half of the instructors said
they try to encourage co-teachers to attention to the needs of disabled children as much
as possible since all children have equal rights. Gender, prior experiences,
encouragement from head teachers and special needs education coordinators, and
availability to educational resources were found as factors impacting classroom
teachers' views toward inclusive education in the district, according to the research.
Teachers reported difficulty in implementing inclusive education due to a lack of
evaluation, time allocation, training, teaching, and learning materials. The main
recommendations are to conduct more research into the benefits of professional
development and training, to provide adequate support and resources, and to provide
intensive training on teaching special needs children in an inclusive setting so that they
can respond effectively to the needs of all children in the class.
Description:
A dissertation in the Department of Counselling Psychology,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of
Post Graduate Diploma in Education
in the University of Education, Winneba