Abstract:
The crucial role of initial teacher education programmes and teacher educators in
preparing effective inclusive practitioners has been universally acknowledged. This
study explored the attitudes of 125 teacher educators from four colleges of
education towards inclusive education, their views and concerns about teacher
preparation and the implementation of inclusive education in Ghana. The study
found positive attitudes and considerable support for inclusive education. However,
the majority of teacher educators were of the view that Ghana was inadequately
prepared for the implementation of inclusive education. Their reasons and concerns
were generally found to include: inadequate teacher preparation, unpreparedness of
teacher educators, inadequate emphasis on inclusive instructional strategies and
lack of teaching and learning materials. The implications of these findings for
future reforms of inclusive teacher education were discussed.
