An investigation into the emotional reactions to inclusion of Ghanaian mainstream teachers

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.