Inclusive School Teachers' Attitudes toward Inclusion of Children with Special Educational Needs in Ghanaian Schools

Abstract

Teachers' attitudes toward children with special educational needs could be based on the teachers' years of experience, understanding of the characteristics of these children and the kind of training the teachers have received. It is assumed that teachers who are employed in inclusive schools should have more positive attitudes toward children with special educational needs and the inclusion policy. The main objective of the study was to assess inclusive school teachers' attitudes toward inclusion of children with special educational needs in the schools which are implementing inclusive policy. In all, 243 teachers were involved in the study. The teachers were selected from inclusive schools from four Regions in Ghana. Their attitudes were analysed using mean and standard deviations. The research confirms that most teachers in these inclusive schools have positive attitudes towards children with special educational needs but there are some teachers who not support the inclusion policy.  The study recommends the need to increase sensitization programme to promote the inclusive education in Ghana.