Assessment of demographic variables affecting teacher attitudes towards inclusive education in Ghana.
DOI:
https://doi.org/10.20372/dcidj.572Keywords:
Attitudes, Inclusive education, Ghana, Special Needs, Developing countriesAbstract
Objective: This study examined teachers' attitudes toward the inclusion of learners with special educational needs (LWSEN) in three schools in the Central region of Ghana. Methods: The study adopted a cross-sectional survey involving 142 teachers, [68 (48%) female teachers and 74 (52%) male teachers], selected from two special schools and one inclusive school in the Central Region of Ghana. Independent T-test and one-way ANOVA measures were used for data analysis. Results: Differences exist in male and female teacher attitudes, with age found to be the most influential in determining teacher attitudes toward inclusion. Female teachers were more positive in overall attitudes than male teachers. Younger teachers aged between 20-30 years and being classroom teachers were associated with positive attitudes towards LWSEN. However, the level of education and length of professional service did not affect teacher attitudes toward LWSEN. The study recommends that in-service training be organized for teachers of LWSEN Conclusion: The study concluded that generally, educators in special schools and inclusive schools in the Central Region of Ghana have a positive attitude towards LWSEN and recommends further training as a means of improving teacher attitudes towards inclusion in Ghana.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 The Author(s)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License By-NC-ND 4.0 that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
