Presentation on teacher attitude towards inclusive education in Ghana

2.  Regular schools with inclusive orientation are the most
effective means of combating discriminatory attitudes,
creating welcoming communities, building an inclusive
society and achieving education for all…
(The UNESCO Salamanca Statement, 1994)
 Inclusiveness in all facets of society is of paramount
importance to all individuals. The world is an inclusive
community (Sapon-Shevin, 1992).
 As an alternative to segregated system of schooling, IE is a
radical reform of school in terms of curriculum, assessment,
pedagogy and grouping of pupils (Mittler, 2000).

3.  Attitudes express values; feelings about some idea, person or
object which are either favourable or unfavourable.
 Teachers’ attitudes are very important to inclusion as they
influence teaching practices and management strategies and
therefore directly influence students’ learning (Smith, 2000).
 For inclusive education to succeed, the development of
positive attitudes by teachers is not only paramount but also
highly necessary (D’Alonzo, Giordano & Vanleeuwen, 1997);

4.  Many regular school teachers seem to have negative attitudes
towards inclusion - see it as extra load; not workable and time-
consuming; inadequate training & education; lack knowledge
of special education and disabilities that may influence a better
conceptualization of IE and its practice.

5.  How do regular school teachers conceptualize IE in the
Cape Coast Metropolis of Ghana?
 What is the attitude of regular school teachers towards IE
in the Cape Coast Metropolis of Ghana?
 If differences exist, what are the main factors responsible
for teacher attitude towards IE?
 What steps can be employed to promote the practice of IE
in the Cape Coast Metropolis of Ghana?

6. 1. Ho: There is no significant difference between male and
female teachers attitude towards IE.
2. Ho: There is no significant difference between teachers’
school location and attitude towards IE.
3. Ho: There is no significant difference between teachers’
teaching experience and attitude towards IE.
4. Ho: There is no significant difference between teachers’
professional qualification and attitude towards IE.

7.  Explain the concept of IE, unearth factors underlying different
teacher attitudes, and facilitate the development of effective
strategies and policies to promote IE in regular schools.
Delimitation
 The study was confined to teacher attitude towards IE in
regular schools in the Cape Coast Metropolis.
 The success of IE depends on teacher attitudes and children
with disabilities are educated in most regular schools

8.  Definition and Characteristics of Inclusive Education
 Conceptualization of Inclusive Education
 Philosophy of Inclusive Education
 Types of Inclusive Education
 Benefits of Inclusive Education
 Attitude: Definition and Characteristics
 Functions of Attitude
 Attitude Formation
 Attitude and Behaviour
 Teacher Attitude Towards Inclusive Education
 Factors Responsible for Teacher Differing Attitude Towards
Inclusive Education
 Steps to Improve and Promote the Practice of IE

9.  The study was a descriptive survey.
 DS is useful to obtain information about the current status of
phenomena existing at the time of study (Ary, Jacobs &
Razavieh, 1990; Fraenkel & Wallen, 1993; 2000).

10. Population
 Target population -all teachers in all Regular Schools (Primary
and JSS); accessible population- teachers in 16 regular schools
in the 6 circuits of the Cape Coast Metropolis.
Sample
 132 teachers from 16 regular schools (63 males & 69 females;
rural & urban)
Sampling procedure
• Purposive sampling – select 16 regular schools
• Simple random sampling – select 132 teachers

11.  Four-point Likert scaled questionnaire; validated through
expert appraisal.
 A pre-test of the instrument involved twenty-four (24) teachers
from the St. Nicholas and Kubease Primary and Junior
Secondary schools.
 Reliability was 0.80 - Cronbach’s Alpha measure of internal
consistency

12. Data collection procedure
 Personal administration of questionnaire
Data Analysis
 Descriptive and inferential ; supported with relevant literature
 Frequencies, percentages and means computed for responses
to research questions 1 to 4 with aid of SPSS
 Independent sample t-Test - to analyze Hypothesis 1 and 2
 One-way ANOVA – to analyze Hypothesis 3 and 4

13. 1. Regular school teachers possess high conceptualization of IE
2. Regular school teachers hold positive attitude towards IE.
3. Teacher knowledge of special education and disabilities was
quite high
4. Training and education in special education and disabilities
was the major factor for teacher differing attitude towards IE.
5. Effective means for improving IE practice: collaboration,
support services & increased friendship formation for CWDs
6. No significant difference between teacher characteristics and
attitudes towards IE.

14.  IE is beneficial and the new paradigm shift in educating all
children especially those with disabilities in regular schools.
 Conceptualization of IE is influenced by teacher knowledge of
special education and disabilities.
 Teacher attitudes are crucial to the success of IE; shaped by
effective training and education in special education and
disabilities and inclusive practices; but marginally by teacher
characteristics.
 Relevant support services, resources and commitment are also
necessary to promote IE.

15.  Modify curriculum for Teacher Training Colleges and
Universities of Education to incorporate most aspects of
inclusive education, special education and disabilities.
 Collaborate with experts of inclusive and special education to
organize in-service training on effective inclusive practices.
 Training courses in IE, disabilities, special education must be
pre-requisite for teacher certification and professional practice.
 Consideration of severity level of disability in inclusive class.
 Definite and committed policy on IE.
 Extensive supports and services to teachers
 Positive attitudes towards CWDs in regular schools by all.

16.  Replication of the study on teacher attitude towards IE nation-
wide with interviews.
 Comparative study of regular and special school teachers’
attitude towards IE.
 Study the relationship between teacher knowledge of special
education and disabilities and attitude towards IE.