EXPLORATION OF TEACHERS’ OPINION AND ATTITUDE ON INCLUSION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: THE CASE OF SELECTED BASIC SCHOOLS IN THE ATWIMA NWABIAGYA DISTRICT, GHANA

Anteson Daniel Shamo

Abstract


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.

Article visualizations:

Hit counter


Keywords


exploration, teachers’ opinion, attitude, inclusion, special educational needs

Full Text:

PDF

References


Abbott, L. (2006). Northern Ireland head teachers’ perceptions of inclusion. International Journal of Inclusive Education, 627–643.

Aboagye, J. K. (1999). Some issues in curriculum development. Accra: City Publishers.

Alghazo, E. M., Dodeen, H., & Algaryouti, I. A. (2003). Attitudes of pre-service teachers. International Journal of Disability Community and Rehabilitation. Retrieved on 30/06/2013

Asamoah-Gyimah, K. and Duodo, F. (2005). Introduction to research methods in education. Winneba: The Institute for Educational Development and Extension.

Avoke, M. (2003). Institutionalism of pupils with mental retardation: A study of two residential schools in Ghana. Ph.D. Thesis. Birmingham: University of Birmingham, England.

Avramidis, E. (2002). Mainstream teachers’ attitudes towards inclusion/ integration: A review of the literature. European Journal of Special Needs Education, 127-147.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. New York: Prentice Hall.

Beattie, J. R., Anderson, R. J., & Antonak, R. F. (1997). Modifying attitudes of prospective educators toward students with disabilities and their integration into regular classrooms. The Journal of Psychology, (3), 245-259.

Charema, J. (2007). From special schools to inclusive education: The way forward for developing countries south of the Sahara. The Journal of the International Association of Special Education, (1), 88-97.

Cohen, L., Manion L. & Morrison K. (2007). Research methods in education. New York: Routledge.

Coll, R. K., & Chapman, R. (2000). Qualitative or Quantitative? Choices of methodology for cooperative education researchers. Journal of Cooperative Education, (1), 25-35.

Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.

Dukmak S. J. (2013). Regular Classroom Teachers’ Attitudes towards Including Students with Disabilities in the Regular Classroom in the United Arab Emirates. United Arab Emirates: College of Education, University of Science and Technology.

Eleweke C. J. & Rodda M. (2000). Enhancing Inclusive Education in Developing Countries. Manchester. Retrieved on 01/07/2013 from http://www.isec2000.org.uk/abstracts/papers_s/papers_indexs.htm

Gadagbui Y. G. (2013). Exceptionalities, inclusive education, personality disorders, gerontology-aged. University of Education, Winneba: Bunni Business & Multi-Media Center.

Government of Ghana (1992). Constitution of the Republic of Ghana. Accra: Ghana Publishing Company.

Government of Ghana Ministry of Education (2010-2020). Education Strategic Plan. Accra: Government of Ghana.

Hastings, R. P., & Oakford, S. (2003). Student teachers’ attitudes towards the inclusion of children with special needs. Educational psychology, 23(1), 87-94.

Heiman, T. (2001). Inclusive Schooling - Middle School Teachers' Perceptions. School Psychology International, (4), 451-462.

Hofman, R. H., & Kilimo, J. S. (2014). Teachers’ attitudes and self-efficacy towards inclusion of pupils with disabilities in Tanzanian schools. Journal of Education and Training, 1(2), 177-198.

Jennifer, M. (2002). Qualitative researching. University of Manchester, Uk: Sage Publishings.

Lambert, C., Curran, C. M., Prigge, D. J., & Shorr, D. (2005). Addressing inclusion in an era of education reform: Dispositions of secondary and elementary pre-service educators in the pipeline. Online Submission.

Malone, D. M., Gallagher, P. A., & Long, S. R. (2001). General education teachers' attitudes and perceptions of teamwork supporting children with developmental concerns. Early Education and Development, 12, 577-592.

Mitchell, D. R. (2010). Hand in glove: the challenge of making inclusive education work. Proceedings of the College of Education Prestige Lecture Series. Christchurch: University of Canterbury.

Mittler, P. (2000). Working towards inclusive education. London: Fulton.

MOESS/GES, (2003-2015). Ministry of Education, Science and Sports Education Strategic Plan. Accra: GES.

Ocloo, M. A. (2003). Effective education for persons with visual impairments in Ghana. Winneba: Department of Special Education, UEW, Ghana.

Sarfo, C. ( 2011). Basic school teachers’ attitudes towards inclusive education in Ghana.

Singal, N. (2006). Inclusive education in India: International concept, national interpretation. International journal of disability, development and education, 53(3), 351- 369.

Skrtic, T. M. (1991). The special education paradox: Equity as the way to excellence. Harvard Educational Review, 61, 148-206.

Subban, P. & Sharma U. (2005). Understanding educator’s attitudes toward the implementation of inclusive education. Disability studies Quarterly, 25, 2.

Sze, S. (2006). A literature review: Pre-service teachers’ attitudes toward students with disabilities. Education, 130, 53-56.

Thompson, N. M & Casely-Hayford, L. (2008). The financing and outcomes to education in Ghana. Cambridge: RECOUP Working Paper.

UNESCO (2004). An inclusive approach to EFA: UNESCO's role in Education. Manchester: EENET.

United Nations (1989). Convention on the Rights of the Child. New York: UN.

United Nations (1990). World Conference on Education for All. Jomtien, U.N.

United Nations (1993). Standard Rules on the Equalization of Opportunities for Persons with Disabilities. New York: U.N.

United Nations (2000). United Nations Millennium Declaration. New York: UN

United Nations (2006). International Convention on the Rights of Persons with Disabilities. New York: UN.

United Nations (2008). Convention on the Rights of Persons with Disabilities. New York: UN.

United Nations Educational Scientific and Cultural Organization (2008). International Conference on Education (ICE). Inclusive education: the way of the future. Geneva: UNESCO. Retrieved on 07/07/2014 from http://www.ibe.unesco.org/en/ice/48th-ice-2008.html

United Nations Educational Scientific and Cultural Organization (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Salamanca, Spain: U.N.

United Nations Educational Scientific and Cultural Organization (2001). Understanding and Responding to Children’s Needs in Inclusive Classrooms. A guide for teachers. Paris: UNESCO PRESS.

United Nations Educational Scientific and Cultural Organization (2001). EFA Global Monitoring Report on Education for All. Paris: UNSECO.

United Nations Educational Scientific and Cultural Organization (2009). EFA Global Monitoring Report on Education for All. Oxford: Oxford University Press.

United Nations Educational Scientific and Cultural Organization (2008). EFA Global Monitoring Report on Education for All. Oxford: Oxford University Press.

United Nations Educational Scientific and Cultural Organization (2003). Overcoming Exclusion through Inclusive Approaches in Education. Paris: UNESCO.

United Nations Educational Scientific and Cultural Organization (2008). First Collection of Good Practices for Quality Education. Paris: UNESCO PRESS.

United Nations Educational Scientific and Cultural Organization (2008). Inclusive Dimensions of the Right to Education: Normative Bases. Paris: UNESCO PRESS.

UNESCO (2000). Dakar World Framework for Action: Education for all: Meeting our Collective Commitments. Retrieved on 27/06/2013 from http://unesdoc.unesco.org/images/0012/001211/121147.e.pdf.




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

Copyright © 2015 - 2023. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).