Kindergarten facilitators’ perception of the practice of inclusion education in the Lambaste district in the Upper West Region of Ghana

Abstract

This study investigated the perceptions of kindergarten facilitators regarding the practice of inclusive education in the Lambussie District, situated in the Upper West Region of Ghana. The study aimed to achieve several critical objectives. Firstly, the purpose of the study was to investigate Kindergarten Facilitators‟ perception of the practice of inclusion education in the Lambussie District in the Upper West Region and utilized a sample size of 60 kindergarten facilitators. The study adopted a descriptive survey research design through which perceptions were sampled from kindergarten facilitators. The data was analyzed quantitatively. The study found that kindergarten facilitators in the Lambussie District of the Upper West Region have not been given the needed preparation to handle inclusive education, accommodating special need learners in inclusive classroom depend on how Facilitators‟ perceptions of practice of inclusive education can influence their behavior towards inclusive education. Most of the facilitators were ready to accommodate all learners in inclusion classroom if their perceptions influence their behaviours positively, professional development can enhance facilitator ability to implement inclusive education. Attitudes of parents can have impact on facilitators‟ perceptions of inclusive education and kindergarten facilitators confirmed that the kindergarten classroom facilitators did not have the needed support services for the practice of inclusive education. Based on the study‟s findings, it is recommended that the Ghana government should eenhanced Training Program to develope comprehensive training modules that cover the breadth and depth of inclusive education to ensuring that facilitators are well-equipped with the necessary skills and knowledge to enable them handle learners in the inclusion classroom.