Shaping teachers’ enactment of inclusion through understanding in Ghana: a sense-making perspective

Abstract

ABSTRACT The current study explores how teachers’ understanding of inclusion shapes enactment of inclusion in Ghana via the prism of sense-making theory. Data were collected using a multi-case qualitative study technique and then analysed with an interpretative paradigm. I interpreted enactment of inclusion from the viewpoint of inclusive teachers using probes and prompts and non-participant observation. Three basic schools A, B, and C in the Mampong Municipality were purposefully used to choose six inclusive teachers. Inclusion was defined as integrating learners with diversities into classrooms alongside peers who are growing and developing. The disability view of inclusion impacted the programme enactment as it influenced their choice of teaching pedagogies and other teachers’ additional roles. Teachers used demonstration methods, jigsaw, barnstorming, group-based, and participatory teaching methods in teaching the children. The study recommends that teachers should be provided with teaching learning resources and train them on how to effectively teach learners, and to adapt educational content and materials.