This study examined regular school teacher attitude towards inclusive
education in the Cape Coast Municipality of Ghana. Precisely, the study
investigated teachers' level of conceptualization/understanding of inclusive
education, the prime factors responsible for their differing attitude towards
inclusive education as well as steps that can be implemented to improve and
promote inclusive education in the municipality.
One hundred and thirty-two (132) teachers were selected for the slLdy
using the purposi'e and simple random sampling methods. The four-point Likertscale
structured questionnaire was the main instrument for study. Frequencies.
percentages, means, the Independent sample t-test and One-way Analysis of
Variance (AJ.'lOVA) were the main statistical tools used for the analysis ofdata.
The study revealed that: (I) majority (84.1%) of regular schoolteachers in
the Cape Coast Municipality of Ghana have high level ofconceptualization/
understanding ofthe concept "inclusive education"; (2) most (89.4%) teachers
hold favourable attitude towards inclusive education; (3) gender, school location,
teaching experience and professional qualification have no significant relationship
with the attitude of teachers towards inclusive education. Teacher knowledge of
special education and disabilities was quite high (76.0%).
The distincti"e factors identified as responsible for differing teacher
attitude towards inclusive education in the Cape Coast Municipality of Ghana
were (I) teacher understanding of inclusive education; (2) type of disability
associated educational p~oblems; (3) teaching expenence of teachers; (.1) class
taught by teachers; (5) contact and interaction "ith children with disabilities and
(6) training and education in special education and disabilities.
Among the recommendations aimed at impro,-ing and promoting inclusive
education induded the follo"ing: (l) modification of teache~ training colleges"
curriculum. (2) collaboration "ith exper.s of indusion and special education. (3)
systemic ~d intensiye training C0ur5e5~ (4) collaborative pupil arrangements. 15)
collaboration with support personnel and specialists. (6) definite and committed
policy on inclusi'-e education. (7) considermion of the sewnty le,-e! of
disability.(S) positi,-e attitude towards the education of children "ith dis:!bilities
and (9) extensh-e suppor..> to teachers.
ACKAH, F (2021). Teacher Attitude Towards Inclusive Education: Survey Of Selected Regular Schools In The Cape Coast Municipality Of Ghana. Afribary. Retrieved from https://afribary.com/works/teacher-attitude-towards-inclusive-education-survey-of-selected-regular-schools-in-the-cape-coast-municipality-of-ghana
ACKAH, FRANCIS "Teacher Attitude Towards Inclusive Education: Survey Of Selected Regular Schools In The Cape Coast Municipality Of Ghana" Afribary. Afribary, 07 Apr. 2021, https://afribary.com/works/teacher-attitude-towards-inclusive-education-survey-of-selected-regular-schools-in-the-cape-coast-municipality-of-ghana. Accessed 24 Mar. 2023.
ACKAH, FRANCIS . "Teacher Attitude Towards Inclusive Education: Survey Of Selected Regular Schools In The Cape Coast Municipality Of Ghana". Afribary, Afribary, 07 Apr. 2021. Web. 24 Mar. 2023. < https://afribary.com/works/teacher-attitude-towards-inclusive-education-survey-of-selected-regular-schools-in-the-cape-coast-municipality-of-ghana >.
ACKAH, FRANCIS . "Teacher Attitude Towards Inclusive Education: Survey Of Selected Regular Schools In The Cape Coast Municipality Of Ghana" Afribary (2021). Accessed March 24, 2023. https://afribary.com/works/teacher-attitude-towards-inclusive-education-survey-of-selected-regular-schools-in-the-cape-coast-municipality-of-ghana