Assessment of demographic variables affecting teacher attitudes towards inclusive education in Ghana.

Abstract

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.