PERSPECTIVES OF TEACHERS REGARDING INCLUSIVE EDUCATION IN GHANA

The study explored teachers' perspectives on the curriculum, the physical environment and their preparation for the inclusive education programme. Data was collected using questionnaires. A sample of 120 teachers from schools identified as inclusive was used for the study. The t-test of indepen...

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Bibliographic Details
Published in:International journal of whole schooling 2017-12, Vol.13 (3), p.39
Main Authors: Deku, Prosper, Vanderpuye, Irene
Format: Article
Language:English
Subjects:
Age Differences
Analysis
Curricula
Curriculum
Disabilities
Educational Environment
Foreign Countries
Gender Differences
Inclusion
Mainstreaming (Education)
Questionnaires
Special education
Special needs students
Statistical Analysis
Surveys
Teacher Attitudes
Teacher Competencies
Teacher Education Programs
Teacher Qualifications
Teachers
Teaching Experience
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Summary:The study explored teachers' perspectives on the curriculum, the physical environment and their preparation for the inclusive education programme. Data was collected using questionnaires. A sample of 120 teachers from schools identified as inclusive was used for the study. The t-test of independent samples and chi-square test were used to analyse the data. Results showed that differences do not exist between males and females' views on the type of curriculum, the physical environment, and teacher preparation for inclusive education. Also, age, teaching experience, and professional qualification influenced teachers' perceptions of the inclusive schools. It was recommended that teachers' preparation programmes must have a component of inclusive education courses to enable prospective teachers acquire the skills of teaching children with special needs.
ISSN:1710-2146
1710-2146