Abstract:
The researcher observed that, teachers do not feel that they are prepared or competent
to teach both regular learners and learners with special educational needs. The main
reason is that they did not have sufficient training to deal with these inclusive
educational activities (Hay, Asten, Mills, Kumar, Pawlby, & Sharp, 2001). These
findings are consistent with those which underline the fact that teachers who have an
opened perception over the inclusion are more confident in their own abilities to
implement the inclusive education (Buell, Hallam, Gamel-McCormick, & Scheer,
1999). The design employed for the study was a cross-sectional survey because the
focus of the study was to gain insight into the teachers' perceptions towards children
with disabilities in inclusive education in the Ahanta West Municipality. According to
Spector (2019), cross-sectional survey research involves the collection of data in
order to test hypothesis or answer research questions concerning the current status of
the subject of study. Surveys can, he states, be useful for gathering facts in order to
establish important and useful information for the educational purposes. One factor
that Clough and Lindsay (1991) consistently found to be associated with more
positive perceptions is the availability of support services at the classroom and the
school levels (Clough & Lindsay, 1991). Here, support could be seen as both physical
(resources, teaching materials, IT equipment, a restructured physical environment)
and human (learning support assistants, special teachers, speech therapists) (Clough &
Lindsay, 1991). This study has attempted to assess teachers’ perceptions towards
inclusion and identify the factors that influence these perceptions. The success of
inclusion or organised placement of children with disabilities in mainstream
classrooms largely depends on teachers’ perceptions towards students with Special
Education Needs (SEN) and their knowledge on how to properly educate them. In this
study the general perceptions of inclusion were not very encouraging; teachers appear
to recognise the value and benefits associated with inclusive practice in mainstream
classrooms. The study did report significant barriers to successful inclusion; the most
common concern being inadequate training in inclusive practice.
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
