Abstract:
The purpose of the study was to investigate the readiness of teachers to the
implementation of the inclusive education policy in selected basic schools in Nalerigu in the
East Mamprusi Municipality, North East Region, Ghana. It employed the mixed research design
approach. A sample size of 65 participants was involved in the study. The simple random and
purposive sampling techniques were used in selecting the teachers as well as head teachers from
nine selected basic schools in the Nalerigu circuit of the East Mamprusi Municipality.
Qualitative data was obtained through one-on-one interview with the head teachers while
quantitative data was obtained by the use of questionnaire to teachers. The questionnaires were
analysed using descriptive statistical method to calculate the frequency and percentages. The
findings of the study revealed that, teachers as well as head teachers do not have sufficient
understanding of inclusive education and as such they could not explain the concept of inclusive
education according to the guidelines and principles of the inclusive education policy. Also the
study revealed that teachers in general have no knowledge of inclusive practices and lack
competencies in inclusive practice. Moreover, the study revealed that teachers had negative
attitude towards inclusion and finally, teachers lack the knowledge and competencies in
adapting the curriculum to meet the needs of special needs children in inclusive settings. The
study recommended that the Ghana Education Service should organize workshops, seminars,
in-service training for teachers in the study area to update their knowledge, skills and
competencies in inclusive practices. This will enhance their professional development to deal
with all learners in inclusive settings.
Description:
A DISSERTATION IN THE DEPARTMENT OF SPECIAL EDUCATION,
FACULTY OF EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL
OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA, IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR AWARD OF
MASTER OF EDUCATION (SPECIAL EDUCATION) DEGREE.
AUGUST, 2018