Attitudes of private school teachers towards early grade learners with disabilities in Bolgatanga East District

Abstract

This study examined the attitudes of private school teachers towards early grade learners with disabilities in Bolgatanga East District. The sample size was twenty-eight (28) basic private school teachers which comprised of fourteen (14) males and fourteen (14) female teachers with average ages between twenty (20) and fifty (50) years. The study employed concurrent mixed method design, underpinned by the pragmatic philosophical thought. Data were collected in two phases using a three-point Likert type questionnaire and observation schedule. At the quantitative phase, a questionnaire was administered to teachers while the qualitative phase involved observation and interview of class teachers. Descriptive statistics in simple frequency and percentages were used for quantitative data while the qualitative data were thematically analyzed to explain issues as they emerged from the quantitative data. The findings of the study showed that attitudes of private school teachers in the Bolgatanga East District towards early grade learners with disabilities were as follow; first, the study found that private school teachers believed that children with disability need to be given special attention by their teachers in inclusive education. Also, they wished they could spend more time teaching children with disabilities in their class/school. Besides, private school teachers also felt there is nothing wrong with including children with disabilities with other children in general class setting. Lastly, it was also found out that the teachers held a strong view that both able and disable learners must be given same and equal right in school and teachers encourage their co-teachers to always attend to the needs of learners with disabilities. It was therefore among other things recommended that education and regular training should be given to teachers by appropriate stakeholders such as the Ghana Education Service, educational non-governmental organizations so as to enable teachers exhibit positive attitude towards all of their students and to ensure that all children have equal access to education. Private school teachers’ attitudes should be reoriented to positively influence the teaching of children with disabilities in inclusive schools. This will enhance their competencies in handling early grade learners with disabilities.