Perception of basic education school teachers towards inclusive education in the Hohoe District of Ghana

Abstract

The purpose of this study is to investigate the perception of basic school teachers towards inclusive education in the Hohoe District of Ghana. The research makes use of a descriptive survey design, which engaged both qualitative and quantitative research methodologies. A sample size of 100 respondents, comprising of 60 male teachers and 40 female teachers, was drawn from a population of 600 for the study. A purposive sampling technique is employed to find participants for the study. The outcome of the research reveals that even though the basic school teachers in the Hohoe District were exposed to the policy of inclusive education, they identify factors impeding the policy implementation comprising: inadequate facilities available for the teachers to implement the policy of inclusion and a lack of adequate training for teachers to be equipped with how to take care of students with disabilities in their classrooms. It is also found that the Ghana Education Service and other stakeholders of education pay mere lip service to the provision of services to inclusive school environments. The researchers suggest that the Ghana Education Service must provide regular in‐service training to the teachers for them to be able to address the learning needs of the disabled. Additionally, suggestions are raised for Government and other stakeholders to provide equipment and other facilities for implementation of inclusive education in Ghana.