Abstract:
The study investigated the perception of teachers towards inclusive education in the Tano South District of Ghana. The convergent mixed method was employed for the study. The sample for the study was 200 teachers from 25 basic schools in the district. The 25 basic schools were chosen using the simple random technique whilst the respondents were chosen from the 25 basic schools using the census technique. The data were analysed with the help of SPSS. It was revealed among other things from the study that teachers had negative perceptions towards inclusion. It was again revealed that teachers lacked knowledge in inclusive pedagogy. The study further indicated that teachers were only ready to include leaders with mild disabilities in their classrooms. It was again revealed that there are inadequate material resources to make inclusion a reality. The learning environments in these schools were also found not to be disability-friendly. The study further showed that teachers lacked the knowledge in curriculum modifications to meet the needs of learners with disabilities. Finally, the findings showed that female teachers were more ready for inclusion than male teachers. The researcher recommended among other things that the Ghana Education Service should organize periodic in-service training for teachers to minimize their negative perceptions towards learners with disabilities. It was again suggested that the service modifies the existing infrastructure in the schools to make them disability-friendly.
Description:
A thesis in the Department of Special Education,
Faculty of Educational Studies, submitted to the school of
Graduate Studies in partial fulfilment
of the requirements for the award of
Master of Philosophy
(Special Education)
in the University of Education, Winneba.
JUNE, 2023
