Sustainability of inclusive education in Ghana: teachers’ attitude, perception of resources needed and perception of possible impact on pupils

Abstract

ABSTRACT Using the descriptive survey design and a sample of 142 teachers from eight inclusive schools in Cape Coast Ghana, the study investigated teachers’ attitude, their perception about resources they need for the effective implementation of inclusive education (IE) and the impact of IE on pupils. Descriptive and inferential statistics were used to analyse the data. Results showed that teachers have a relatively positive attitude towards IE, and indicated the resources needed for the successful implementation of IE. Furthermore, their perceptions of the impact of IE on pupils were positive. Additionally, there was a weak statistically significant positive correlation between teachers’ attitude about IE and their perceptions about its impact on pupils. It was recommended among other things that to sustain the practice of IE, teacher needs must be met. These include sufficient TLMs, information about special needs and disabilities, training on how to effectively teach pupils with SEN, training on adapting instructional materials for pupils with SEN and training on how to promote social interaction. Teachers need to be given, training and information on all aspects of IE.