Abstract:
Using the descriptive survey design and a sample of 142 teachers
from eight inclusive schools in Cape Coast Ghana, the study
investigated teachers’ attitude, their perception about resources
they need for the effective implementation of inclusive education
(IE) and the impact of IE on pupils. Descriptive and inferential
statistics were used to analyse the data. Results showed that
teachers have a relatively positive attitude towards IE, and
indicated the resources needed for the successful implementation
of IE. Furthermore, their perceptions of the impact of IE on pupils
were positive. Additionally, there was a weak statistically
significant positive correlation between teachers’ attitude about IE
and their perceptions about its impact on pupils. It was
recommended among other things that to sustain the practice of
IE, teacher needs must be met. These include sufficient TLMs,
information about special needs and disabilities, training on how
to effectively teach pupils with SEN, training on adapting
instructional materials for pupils with SEN and training on how to
promote social interaction. Teachers need to be given, training
and information on all aspects of IE.
