Perception of basic school teachers on implementation of inclusive education in Offinso North District

Abstract

This study explored perceptions of basic school teachers on the implementation of inclusive education in the Offinso North District of Ashanti Region. Data was collected using questionnaires. A sample of 276 teachers randomly selected from basic schools in the Offinso North District in the Ashanti Region of Ghana was used for the study. Descriptive statistics such as frequencies and percentages were used in analysing the quantitative data. The study revealed that majority of teachers in the Offinso North District have theoretical understanding of inclusive education but lack professional training in inclusive techniques and practices. The study shows that majority of teachers do not believe inclusive education would be implemented successfully in the Offinso North District. They cited perceived challenges of inclusive education such as poor infrastructure, inadequate teacher preparation, lack of support services, rigid general curriculum, discrimination and stigmatization of children with special pupils, attitudes of teachers and other stakeholders towards special needs children, lack of commitment to implement the policy (political will) and attitudes of teachers towards pupils with disabilities. It was recommended that school environment, the curriculum, and teacher preparation must be looked at by stakeholders such as the government and its agencies to ensure the successful implementation of the policy.