Teacher attitude towards inclusive education: Survey of selected regular schools in the Cape Coast municipality of Ghana

Abstract

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 study using the purposive 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 (ANOV A) were the main statistical tools used for the analysis of data. The study revealed that: (1) majority (84.1 %) of regular school teachers in the Cape Coast Municipality of Ghana have high level of conceptualization/ understanding of the 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 distinctive factors identified as responsible for differing teacher attitude towards inclusive education in the Cape Coast Municipality of Ghana were (1) teacher understanding of inclusive education; (2) type of disability and associated educational problems; (3) teaching experience of teachers; (4) class taught by teachers; (5) contact and interaction with children with disabilities and (6) training and education in special education and disabilities. Among the recommendations aimed at improving and promoting inclusive education included the following: (1) modification of teacher training colleges' curriculum, (2) collaboration with experts of inclusion and special education, (3) systemic and intensive training courses, (4) collaborative pupil arrangements, (5) collaboration with support personnel and specialists, (6) definite and committed policy on inclusive education, (7) consideration of the severity level of disability,(8) positive attitude towards the education of children with disabilities and (9) extensive supports to teachers.