Abstract:
This study explored perceptions of basic school teachers on the implementation of
inclusive education in the Offinso North District of Ashanti Region. Data was
collected using questionnaires. A sample of 276 teachers randomly selected from
basic schools in the Offinso North District in the Ashanti Region of Ghana was used
for the study. Descriptive statistics such as frequencies and percentages were used in
analysing the quantitative data. The study revealed that majority of teachers in the
Offinso North District have theoretical understanding of inclusive education but lack
professional training in inclusive techniques and practices. The study shows that
majority of teachers do not believe inclusive education would be implemented
successfully in the Offinso North District. They cited perceived challenges of
inclusive education such as poor infrastructure, inadequate teacher preparation, lack
of support services, rigid general curriculum, discrimination and stigmatization of
children with special pupils, attitudes of teachers and other stakeholders towards
special needs children, lack of commitment to implement the policy (political will)
and attitudes of teachers towards pupils with disabilities. It was recommended that
school environment, the curriculum, and teacher preparation must be looked at by
stakeholders such as the government and its agencies to ensure the successful
implementation of the policy.
Description:
A DISSERTATION IN THE DEPARTMENT OF SPECIAL 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
PHILOSOPHY (SPECIAL EDUCATION) AT THE UNIVERSITY OF
EDUCATION, WINNEBA.
AUGUST 2022
