Abstract:
The study entailed teachers’ attitude towards children with disabilities in inclusive
education within the Effutu Municipality in the central region of Ghana. Cross sectional
survey design was used to guide the study. Data was gathered via questionnaire and
interview. The qualitative data were analyzed using thematic approach and descriptive
methods whereas quantitative data were analysed using simple percentages. Participant
stated that there was no problem including children with disabilities with the other
children in general classroom settings. Also, teachers were happy when they see children
with disabilities willing to learn with other students. The study further revealed training,
availability of educational resources, past experiences, and gender as some of the factors
that influence attitude of early grade teachers in the Municipality towards inclusive
education. Lastly, lack of training, competencies and inadequate teaching and learning
materials impededd the implementation of inclusive education. The study recommended,
among other things that teachers in the mainstream schools be provided with intensive
training on teaching children with disabilities to enable them effectively handle all
categories of children with disabilities in their classroom. Also, GES should endeavour
to supply appropriate and adequate teaching and learning resources to enhance the work
of teachers. In addition, teachers should be encouraged to develop attitudes towards
students with disabilities so as to help augment inclusive education.
Description:
A Dissertation in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted to the school of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Education
(Early Childhood Education)
In the University of Education, Winneba
