Perceptions of private school teachers about inclusive education in Bolgatanga East district of the Upper East Region

Abstract

The purpose of the study was to investigate the perceptions of private school teachers towards inclusive education in the Bolgatanga East District. Twenty (20) teachers, comprising 10 males and females formed the sample size of the study. In-depth interviews that were semi-structured were used to gather the data. The study used a mixed methodology based on pragmatism philosophy and reported findings based on participant interviews. The results of the study showed that while many teachers were aware of what constitute inclusion education, most of the teachers were unable to implement it due to numerous challenges. These challenges include exclusion by government in the provision of materials and infrastructure needed for effective implementation. According to some educators, inclusive education is an effective strategy for guaranteeing equal access to educational opportunities. According to the study's findings, teachers working in inclusive schools need to receive training on how to work with pupils who have disabilities.