Anteson Daniel Shamo


The study explored teachers’ opinion and attitude on the inclusion of students with special educational needs in Selected Basic Schools in the Atwima Nwabiagya District, Ghana. The study used qualitative approach with case study as the design. Ten (10) teachers were used as participants who were made up of six (6) females and four (4) male selected purposively from two schools. Semi-structured interview was used as an instrument to collect data for the study. The findings revealed that generally teachers accepted the philosophy of inclusive education. They however, showed unwillingness to accommodate children with emotional problems and behavioural disorders. The teachers avowed having limited knowledge and experience essential to educate varied learners. The teachers decried the fact that the inclusive education policy was not followed by appropriate measures such as specific training on how to teach effectively children with special educational needs.

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DOI: http://dx.doi.org/10.46827/ejse.v6i3.3377

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