Basic education teacher trainees attitudes towards inclusive education

Abstract

The purpose of the study was to investigate the attitudes of teacher trainees towards inclusive education in basic schools. Specifically, teacher trainees of University of Education, Winneba understanding of inclusive education programme, the challenges they face and the support they need to effectively implement the inclusive programme and their motivation were considered. The study was delimited to the University of Education, Winneba. The study employed the descriptive survey design under quantitative research approach. Out of 346 teacher trainees, 143 (41.3%) of the total population were randomly and purposively selected for data collection. The study revealed that basic education teacher trainees in the University of Education, Winneba have understanding about inclusive education. It was also found that even though the teacher trainees have understanding about inclusive education, they lack strategies in assessment. In addition, the study revealed that apart from the lectures the trainees get, no other support come from the government or their department or the university or any other organisation. Finally, the finding of the study revealed that trainees expressed positivity in their motivation towards learning about and teaching in the inclusive classroom. It was therefore recommended that the government, teacher training institutions, educational leaders and teachers must collaboratively towards effective implementation of existing inclusive education policies. All necessary supports must be provided for teacher trainees and in-service teachers for successful acceptance and implementation of the programme.