Teacher Attitude Towards Inclusive Education: Survey Of Selected Regular Schools In The Cape Coast Municipality Of Ghana

ABSTR4.CT

This study examined regular school teacher attitude towards inclusive

education in the Cape Coast Municipality of Ghana. Precisely, the study

investigated teachers' level of conceptualization/understanding of inclusive

education, the prime factors responsible for their differing attitude towards

inclusive education as well as steps that can be implemented to improve and

promote inclusive education in the municipality.

One hundred and thirty-two (132) teachers were selected for the slLdy

using the purposi'e and simple random sampling methods. The four-point Likertscale

structured questionnaire was the main instrument for study. Frequencies.

percentages, means, the Independent sample t-test and One-way Analysis of

Variance (AJ.'lOVA) were the main statistical tools used for the analysis ofdata.

The study revealed that: (I) majority (84.1%) of regular schoolteachers in

the Cape Coast Municipality of Ghana have high level ofconceptualization/

understanding ofthe concept "inclusive education"; (2) most (89.4%) teachers

hold favourable attitude towards inclusive education; (3) gender, school location,

teaching experience and professional qualification have no significant relationship

with the attitude of teachers towards inclusive education. Teacher knowledge of

special education and disabilities was quite high (76.0%).

The distincti"e factors identified as responsible for differing teacher

attitude towards inclusive education in the Cape Coast Municipality of Ghana

were (I) teacher understanding of inclusive education; (2) type of disability

associated educational p~oblems; (3) teaching expenence of teachers; (.1) class

taught by teachers; (5) contact and interaction "ith children with disabilities and

(6) training and education in special education and disabilities.

Among the recommendations aimed at impro,-ing and promoting inclusive

education induded the follo"ing: (l) modification of teache~ training colleges"

curriculum. (2) collaboration "ith exper.s of indusion and special education. (3)

systemic ~d intensiye training C0ur5e5~ (4) collaborative pupil arrangements. 15)

collaboration with support personnel and specialists. (6) definite and committed

policy on inclusi'-e education. (7) considermion of the sewnty le,-e! of

disability.(S) positi,-e attitude towards the education of children "ith dis:!bilities

and (9) extensh-e suppor..> to teachers.