Teacher perceptions of the practice of inclusive education in selected basic schools in the Bekwai municipality in the Ashanti region of Ghana

Abstract

The purpose of this study was to sample the opinions of teachers on the practice of inclusive education in the Bekwai Municipality in the Ashanti Region of Ghana. The descriptive survey research design was adopted for the study. Sixty regular education teachers, who were randomly selected to participate in the study, responded to a questionnaire developed for the study. The participants’ responses were analyzed through descriptive statistics which included frequency distributions and simple percentages. The findings from the study indicated that (1) general education teachers generally did not have positive attitudes toward inclusive education, though they agreed that inclusive education improves the learning of regular children and also demonstrate a significant progress in the learning of special needs children; (2) general education teachers were not prepared well enough for inclusion; and (3) general education teachers were not adequately supported to teach students with special needs. Recommendations made that would enhance the development of inclusive education in the schools include the following: (1) teachers must develop positive attitude towards inclusive education practices; (2) teachers should be supported adequately so they can effectively teach in inclusive classrooms; and (3) teachers must be provided in-service training and other professional training opportunities to teach in inclusive settings.