Teachers’ perception on inclusion of pupils with special needs in st. John ’s Anglican basic school

Abstract

The purpose of this study was to find out the perceptions of teachers about inclusion of children with special needs in St John’s Anglican Basic School, Winneba. The study was anchored on the interpretivist paradigm, which utilised the qualitative case study design. The study sampled participants which is made up of nine teachers and two (2) head teachers. Data was collected using a semi-structured interview guide and analysed using thematic analysis. The findings of the study revealed that teachers’ understanding about the inclusive education include the fact that inclusive education is about creating a learning environment that values and respects the diversity of all learners and provides equal opportunities for learning and success. Also, teaching and learning materials (TLMs), resources persons and grouping of learners are some instructional strategies employed by the teachers to meet the special needs of children. Based on the findings and conclusions of the study, it is recommended that efforts should be made by head teachers and teachers to promote and support understanding of inclusion of children with special needs. This can be achieved through workshops, seminars, and peer-topeer learning opportunities aim at the professional development and training for teachers to enhance their knowledge and skills in providing inclusive education.