Perceptions and Attitudes of Teachers on the Inclusion of Children with Disabilities in Mainstream Classrooms in the East Mamprusi Municipality of the Northeast Region of Ghana

Autor/inn/en	Mprah, Wisdom Kwadwo; Issaka, Zakia; Wunduo, Misbaw; Atta-Osei, Godfred; Tawiah, Rebecca; Mensah, Theresah Ivy
Titel	Perceptions and Attitudes of Teachers on the Inclusion of Children with Disabilities in Mainstream Classrooms in the East Mamprusi Municipality of the Northeast Region of Ghana
Quelle	In: International Journal of Whole Schooling, 19 (2023) 1, S.144-166 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Access to Education; Equal Education; Students with Disabilities; Teacher Attitudes; Inclusion; Knowledge Level; Teacher Competencies; Special Education; Teacher Education; Attitudes toward Disabilities; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Inklusion; Wissensbasis; Lehrkunst; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerausbildung; Lehrerbildung; Ausland
Abstract	Education is a fundamental human right and should be made accessible to all learners. However, lack of knowledge and preparation adversely affect teachers' willingness to embrace children with special needs in their classroom. This study ascertained teachers' perception and attitude to embrace children with special needs in regular classroom in the East Mamprusi Municipality in the Norther region of Ghana. The study used a descriptive design and qualitative data collection method to collect information on the topic from five basic schools in the East Mamprusi Municipality. Convenience, purposive, and simple random sampling techniques were used to select the schools and 40 respondents, comprising five head teachers, and 35 classroom teachers. In-depth interviews were used to elicit responses from participants. The data were analyzed thematically. The findings indicated that teachers had little knowledge of inclusive education. It also revealed that classroom teachers were not adequately prepared towards the implementation of inclusive education. The researchers recommend that Ghana Education Service, in collaboration with the Special Education Division, should make adequate provision to introduce more practical courses on special needs education (Sign language and braille) in teacher training institutions (colleges). (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01