Abstract:
Literature is replete with evidence of considerable pressure
that many mainstream teachers may experience in
their bid to respond to the diverse needs of children
with special educational needs and disabilities and to
achieve ever better results. In this study, the results of
100 teachers from mainstream primary schools in three
of the ten regions of Ghana were examined. The analysis
involved five bi-polar emotional reactions; namely:
anxious/relaxed; encouraged/discouraged; confident/
diffident; satisfied/dissatisfied; self-assured/ worried.
The results confirmed that in teaching children with
SEN in the mainstream, teachers experienced psychological
stress. On the basis of the findings, suggestions
for more information about SEN, supply of resources
and inter-agency collaboration were made.
