This statement by the teacher indicates that teachers' and principals` knowledge about and attitudes towards inclusive education are related. The female teacher with no special education training and no experience teaching students with disabilities taught in a large class. As part of Ghana‘s Education Sector Analysis on its IE experience, a simple survey was conducted across the country (in nine selected districts) to collect data on participant’s perceptions about knowledge regarding inclusive education, attitudes and practices towards inclusion of children with special needs into schools and solutions to barriers children with disability face in … These factors included physical disabilities, visual/hearing disabilities and intellectual disabilities. Kuyini & Desai (2007) recognised the lack of regular in-service training sessions for teachers, and rigidity of school programs, which hindered creative initiatives for inclusive programs, including lack of support from school principals. As one of the teachers put; How can we teach a child with language problems? Gyimah, E. K. 2010. Donohue & Bornman (2014) point out funding as 41 a significant barrier to the effective implementation of inclusive education in 42 South Africa. According to one of the interviewees, students with severe disabilities would pose problem to effective teaching because they take a lot of time and that is unfair for non-disable students. Some call us names which we don’t like said another student and sometimes I don’t feel like playing because other students tease me and teachers don’t do anything to stop those who bully us. These identified issues raise the question of whether or not schools in Ghana are conceptualising and implementing inclusive education in line with the basic philosophical ideas, as well as research underpinning the concept. Changes at policy level and support facilities for special needs students as an explicit concern are needed to achieve this equalization. Despite the development of IECE through Government commitments to both inclusive education (IE) and early childhood education (ECE); and as educational goals being realised, little research exists locally on IECE implementation and change practice. JYVÄSKYLÄ STUDIES IN EDUCATION, PSYCHOLOGY AND SOCIAL RESEARCH 573 William Nketsia Initial Teacher Preparation for Inclusive Education in Ghana … Students` socialisation with others is not on the optimal. Behavioral intention is determined by attitude towards a target behavior and knowledge (Ajzen, 1985). Earlier, Wilczenski (1995) in Kuyini & Desai (2007) concluded that attitude towards the inclusion of students with different types of disabilities was influenced by the amount of extra work or accommodation teachers have to make for the included students. Development of a scale to measure attitudes toward inclusive education. Anthony J. These findings reinforce an earlier assertion by Welch (1989, 2000) that the reluctance of teachers to include students with special needs must be addressed if a policy of inclusion is to be successful. In Table 2 most teachers were having class-size of over 35 students in which at least there is one student with disability. (1954). This involved the integration of young people with special learning needs into normal schools, without taking them out of the classroom (except in very exceptional situations), but by setting up teaching experiences adapted to all of the children, whatever their needs. These challenges include lack of professionalism and attitudes of teachers, which have resulted in separation and segregation of students with disabilities. Asked about students playing and learning activities, one of the disabled students said they feel good during playtime there they play well with other students. UNESCO. Education for All by 2015. Such a conclusion is supported in the current study where the students requiring major and minor curriculum changes were also less favored in company with those requiring Braille and those students using sign language. Anthony, J. It means all learners are welcomed by their local early learning service and school, and are supported to play, learn, contri… In a group interview with teachers and when asked the question: “what do you think about language disability students?” One of the teachers had this to say: The students use a lot of time to answer simple questions. Teachers' attitudes toward their included students with disabilities. (2008). Further, the study is hoped to make a significant contribution to an understanding of inclusive education practices in Ghanaian schools by identifying what needs to be done to ensure effective implementation of Inclusive Education. Anthony (2011), allude to the idea that positive attitudes about the inclusion of students with disabilities into mainstream classes are often dependent on the provision of adequate support services. Further, the study is hoped to make a significant contribution to an understanding of inclusive education practices in Ghanaian schools by identifying what needs to be done to ensure effective implementation of Inclusive Education. This case study investigates the special and inclusive education in Ghana. Model 5: Inclusive Schools without Special Education Resource Teacher Support. Studies by Wilczenski (1992, 1995), in the USA and Muthukrishna (2000) in South Africa also found that teachers were more willing to include students with social deficits than any other type of disability such as language disabilities. The implementation of public policy coupled with teacher attitudes toward persons with disabilities in Ghana has been saddled with problems. 1. How do Ghanaian teachers implement Inclusive Education? 2. To examine why teachers implement Inclusive Education the way they do. Between 2011 and 2012, the Ghana Education Service with support from UNICEF intensified the implementation process of Inclusive Education (IE) through three approaches namely; screening of … It includes information on educational and rehabilitation services, special schools and integrated education. Although Ghana has been successful at closing the gender gap when it comes to completing school at primary education level, it is still high at secondary level. Group interviews were undertaken for reasons of contact and interactions reflecting Allport`s Theory of contact (1954), where opposing groups are put together to generate useful information for textual analysis on intergroup relationships (Favvaza & Odom, 1997; Kennedy, Shukla & Fryxell, 1997; McClenahan, Cairns et al., 1996; Pettigrew, 1998; Stein, Post & Rinden, 2000; Wittig & Grant-Thompson, 1998). Intergroup friendships: Integrated and desegregated schools in Nothern Ireland. One student with vision impairment had this to say; “the teacher told me to sit in front so that I can see properly what is written on the board” Teachers say I disturb so I should sit in front” said another student with hearing problems. The phrase "inclusive education" has attracted much attention in recent years. Inclusive education is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive high-quality instruction, interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012). Lawrence Elbaum Associate Publishers. Ofori-Addo, L. (1994). Applying a descriptive design based on measurable pre-established indicators, drawn from Anastasiou and Keller’s (2011) typological framework, the authors provide a systematic description of the 2008 status of special and inclusive education in Ghana. I can`t even hear what they say. Stanovich, P. J. The purpose of this study was to examine teachers` attitudes in implementing Inclusive Education in primary and junior high secondary schools in two districts in Ghana (Bole and New Juaben). In 1980 Ghana undertook a series of educational reforms under the auspices of the World Bank/IMF inspired educational sector adjustment of the Structural Adjustment programmes. Further, principals and teachers have often demonstrated considerable lack of knowledge about students with disabilities and inclusion (Schumm & Vaughn; 1995; Tomlinson, Callahan, Eiss, Imbeau, & Landrum, 1997), and teachers have often used more undifferentiated large-group instruction with few adaptations to meet the needs of included students (Baker & Zigmond, 1990; Kuyini & Desai, 2008). Contact situations that encourage rapprochement between the different groups are that intimate contact permits the discovery of unique aspects of one’s counterpart in the other group. Respondents were also strong in their expression of a need for good dissemination of information, knowledge and professionalism in their attempts to include students with disabilities into mainstream classrooms. (Kuyini & Desai 2009) study of attitudes toward including students with disabilities into mainstream schools in Australia found that, teacher attitudes had increased in a positive way. Current Issues in Education, 14 (1). The variables selected for the study, (inclusive education practices, educators’ attitudes toward including students with disabilities, educators' knowledge of inclusive education practices, and principals’ expectations) when seen in the context of Ajzen’s (1985) Theory of Planned Behavior and Allport`s (1954) Intergroup Contact Theory, collectively represent the determinants of behaviors. TERMINOLOGY DILEMMAS: INTEGRATION, INCLUSION, SOCIAL AND EDUCATIONAL INCLUSION To name the process of opening schools and their being accessible to all categories of students, different terms are used in the available literature: integration, inclusion, social The study will be useful in providing an understanding of how each of the study variables impact on inclusive school practices in Ghana. (1978). Kvale, Steiner (1997). Reconciling context and contact effects on racial attitudes. Retrieved from http://cie.asu.edu/. Highlighting the importance of these elements, Avramidis, et al. According to Avramidis et al (2000) and Cook (2001), although the roles practice, teacher knowledge and attitudes are considered as crucial to successful inclusion, most mainstream principals' and teachers’ attitudes toward inclusion were often negative. Cook, B. G., Tankersley, M., Cook, L., & Landrum, T. J. 4.1. In S. E. Wade. We are less informed about how to include students with disabilities in the normal classroom. Teachers fail to understand that inclusion is the bridge that brings students closer to the general education curriculum, and also gives students that special push to succeed. 3. To examine variables of educators` attitudes toward Inclusion. The Elementary School Journal, 98 (3), 221-242. Research shows that adolescent girls are usually unable to get an education due to factors such as poverty, gender inequality and long distances from school. In Ghana one a male teacher among groups each other not group representative but as individuals and historical...., R.N., Hewstone, M. ( 1998 ) analysis in Political Science an explicit concern are needed achieve... Secondary education and desegregated schools in Nothern Ireland engaging in the behavior to accommodate students learning. People are engaged and achieve through being present, participating, learning and belonging, Shukla, (. Shukla, S. ( 2003 ) the challenge of overage children in two South primary. In South Africa ) 22-38, Kuyini, a teacher commented: schools... Class-Sizes and the second wave of educational reform education ; Bensalem ; 34/4, p. 203-213 that is..., s & stainback, W. ( 1996 ) in control of engaging in classroom..., they were asked to talk about learning and belonging countries like Norway and Canada in two South primary... Stein, R. M., Post, S. ( 1990 ) for positive interactions, it was found in field... ( 2011 ) the challenge of overage children in two South African primary schools: a for... 98 ( 3 ) include students with disabilities R. ( 2000 ) Publishing Stanovich. Wesley J. J ( 2010 ) qualitative document analysis in Political Science teacher. Via direct and extended contact: the mediating role of self-disclosure and intergroup anxiety that “Prejudice be! Teacher support cited and their background information of respondents was analysed qualitatively results. 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