Abstract:
This study evaluated inclusive education practice in Ghana. The study considered how teachers were equipped academically and professionally to handle children with and without disabilities in inclusive schools. It also examined were the curriculum used in these schools, the physical environment as well as how teachers perceived inclusive education.
One hundred and thirty-four (134) teachers in twenty-four (24) inclusive pilot schools were selected for the study. A four-point Likert-scale structured questionnaire supported with an observation guide was the main instruments used to collect data for the study. Data was analyzed with simple frequencies and percentages with the aid of the Statistical Package for Social Sciences (SPSS, version 15.0). The Cronbach Alpha was used to determine the reliability of the instruments. The coefficient yielded 0.84.
The study revealed that 94.0% of the teachers were adequately prepared for inclusive schools and most teachers held positive perception about inclusive education. The curriculum in use for inclusive schools is flexible which allows for adaptation. However, the kind of physical environment meant for inclusive schools was not suitable.
Among the recommendations is the need for Ghana Education Service to collaborate with the Initial Teacher Education Colleges to offer opportunities for fieldwork or practicum to enrich teacher trainees’ knowledge in handling pupils with disabilities in inclusive schools.
