Teachers’ attitudes towards children with disabilities in inclusive schools within Ada East District in the Greater Accra Region of Ghana

Abstract

The purpose of the study was to investigate teachers‟ attitudes towards persons with disabilities in inclusive schools within Ada East District. The study adopted a mixed research approach, which utilized cross sectional survey as a design with semistructured interview and questionnaire as data collection instruments. A sample of 90 participants (39 males and 51 females) were conveniently sampled. Quantitative data for the study were analysed using descriptive statistics and percentages, while thematic approach was used to analyse the qualitative data. Findings from the study on attitudes of regular teachers in the district towards inclusive education revealed that teachers believed children with disabilities need to be given special attention by their teachers in inclusive education. Also, they wished they could spend more time teaching children with disabilities. The participants argued that there is nothing wrong with including children with disabilities with other children in general classroom setting. Also, teachers naturally felt excited when to see children with disabilities that want to learn with other students. The study further unveiled training, availability of educational resources, past experiences, and gender as some of the factors that influence attitudes of regular teachers in the district towards inclusive education. Lastly, lack of regular training, lack of competencies and inadequate of teaching and learning materials impede the implementation of inclusive education. The study recommended, among others, that teachers in mainstream schools be provided with intensive training on teaching children with disabilities in inclusive settings to enable them to effectively handle all categories of children with disabilities in their classrooms. Also, the GES should endeavour to supply appropriate and adequate teaching and materials to enhance the work of teachers. In addition, teachers should be encouraged to develop positive attitudes toward students with disabilities so as to help enhance inclusive education.