Early Childhood Teachers' attitude toward inclusion in Early Childhood Centres within the Ayawaso West Municipality

Abstract

The purpose of this study was to investigate early childhood teachers’ attitudes toward inclusion in early childhood centres within the Ayawaso West Municipality. This study employed an exploratory case study design, whereas purposive sampling was employed to sample 14 teachers, the study employed semi-structured interview guide, the data was analysed thematically. The study found that teachers in the Ayawaso West Municipality generally support inclusive education because it promotes equity and social development among learners. However, many teachers feel inadequately prepared to effectively address the diverse learning needs of children in their classrooms. They emphasized the importance of a flexible curriculum but identified challenges such as inadequate resources, large class sizes, and weak administrative and parental support. Cultural beliefs were also found to influence teachers’ attitudes toward inclusion, as societal perceptions of disability sometimes conflict with inclusive education principles. The study therefore concludes that successful inclusive education requires a comprehensive reform involving cultural, structural, and professional changes. This includes addressing societal beliefs about disability, providing adequate institutional support, and equipping teachers with practical inclusive teaching strategies. The study recommends professional development programs for teachers, increased funding for learning materials and assistive devices, stronger administrative and parental support, and the inclusion of cultural competence training in teacher preparation programs.