Abstract:
This study sought to investigate teachers‟ perception about the implementation of
inclusive education in the Tamale Metropolis of Ghana. The study adopted a cross sectional survey design which involved a sample size of 253 teachers selected through
census technique. Questionnaire was used to gather the required data which were
analysed using descriptive statistical methods involving frequency, percentages,
means, and standard deviations. Also, inferential statistics such as t-test with a 0.05
level of significance was used to test the hypotheses. The findings of the study
revealed that most teachers have knowledge to meet the needs of learners with
learning disabilities. However, special educators were found to possess higher level of
knowledge than their general/regular educators‟ counterpart even though the
difference was not statistically significant. It was also revealed that lack of special
recognition for teaching an inclusive class, large-class size, and insufficient
teaching/learning materials were major challenges to the successful implementation of
inclusive education in the metropolis. The study concludes that in spite of the
government‟s pronouncements and efforts to support inclusion, teachers would
require more resources and other supports in the future to allay their concerns. The
study recommends Tamale Metropolis Directorate of Ghana Education Service to
collaborate with basic school heads in assisting teachers through the implementation
of professional development/training programmes in order to employ adaptive
instructional strategies to help children with disabilities.
Description:
A THESIS IN THE DEPARTMENT OF SPECIAL EDUCATION, FACULTY OF
EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL OF GRADUATE
STUDIES, UNIVERSITY OF EDUCATION, WINNEBA, IN PARTIAL
FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF DEGREE OF
MASTER OF PHILOSOPHY (SPECIAL EDUCATION) DEGREE
FEBRUARY 2019