Abstract:
The purpose of the study was to investigate teachers‟ attitudes towards persons with
disabilities in inclusive schools within Ada East District. The study adopted a mixed
research approach, which utilized cross sectional survey as a design with semistructured
interview and questionnaire as data collection instruments. A sample of 90
participants (39 males and 51 females) were conveniently sampled. Quantitative data
for the study were analysed using descriptive statistics and percentages, while thematic
approach was used to analyse the qualitative data. Findings from the study on attitudes
of regular teachers in the district towards inclusive education revealed that teachers
believed children with disabilities need to be given special attention by their teachers
in inclusive education. Also, they wished they could spend more time teaching children
with disabilities. The participants argued that there is nothing wrong with including
children with disabilities with other children in general classroom setting. Also,
teachers naturally felt excited when to see children with disabilities that want to learn
with other students. The study further unveiled training, availability of educational
resources, past experiences, and gender as some of the factors that influence attitudes
of regular teachers in the district towards inclusive education. Lastly, lack of regular
training, lack of competencies and inadequate of teaching and learning materials
impede the implementation of inclusive education. The study recommended, among
others, that teachers in mainstream schools be provided with intensive training on
teaching children with disabilities in inclusive settings to enable them to effectively
handle all categories of children with disabilities in their classrooms. Also, the GES
should endeavour to supply appropriate and adequate teaching and materials to enhance
the work of teachers. In addition, teachers should be encouraged to develop positive
attitudes toward students with disabilities so as to help enhance inclusive education.
Description:
A thesis in the Department of Special Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Special Education)
in the University of Education, Winneba
JULY, 2018