Teachers’ readiness for the implementation of inclusive education in selected basic schools in Nalerigu, East Mamprusi Municipality, North East Region, Ghana

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.