International Journal of Whole schooling, 4 (1) 22-38, Kuyini, A. UNESCO. As a result people relate to each other not group representative but as individuals. Vaughn, S., Elbaum, B. E., Shumm, J. S. & Hughes, M. T. (1998). 58 Cross-National Differences in Special Education A Typological Approach, Education in the Commonwealth: Quality Education for Equitable Development, An Assessment of Ghana's Enacted Kindergarten Curriculum, Primary Education Sector Assessment and Diagnosis: A Case Study in the Republic Of Ghana, Basic education beyond the Millennium Development Goals (MDGs) in Ghana : how equity in service delivery affects educational and learning outcomes. The data about personal and background information of respondents was analysed using descriptive statistics. (1978). Answering questions raised about the implementation of inclusion in an interview with teachers I decided to write some of their responses verbatim; “Inclusive Education in the schools is not holistic” and its implementation is difficult”. pp 142-148. Group interviews were undertaken with both groups. Removing barriers to participation in learning for all learners is at the core of inclusive education systems (UNESCO, 2005). Addison-Wesley Publishing Company. In this regard teachers are able to experiment with different techniques and strategies to ensure that all students perform. One student with vision impairment had this to say; “the teacher told me to sit in front so that I can see properly what is written on the board” Teachers say I disturb so I should sit in front” said another student with hearing problems. The extension of The Theory of Reasoned Action (Theory of planned behavior) introduced a third element, the element of perceived behavioral control. models of inclusive education: where do comunity based support programmes fit in? Becoming architects of communities of learning: Addressing academic diversity in contemporary classrooms. Alhassan, A. M. (2014). & Jordan, A. (2007). UNESCO, Paris. Group interviews were undertaken for reasons of contact and interactions reflecting Allport`s Theory of contact (1954), where opposing groups are put together to generate useful information for textual analysis on intergroup relationships (Favvaza & Odom, 1997; Kennedy, Shukla & Fryxell, 1997; McClenahan, Cairns et al., 1996; Pettigrew, 1998; Stein, Post & Rinden, 2000; Wittig & Grant-Thompson, 1998). 41 a significant barrier to the effective implementation of inclusive education in 42 South Africa. Key words: school, inclusive education, children with the need for special social support. For inclusive education to be achievable and successful, clear education policies and guidelines, well-trained teacher, allocation of appropriate resources, and appropriate use of these resources in addition to teaching and learning activities are among the factors that need UNESCO, 2011. Further, the contextual realities of regular education schools including notably principals’ expectations (Kuyini & Desai, 2007; Sodak& Podell, 1994), shape the school cultures or climates for successful inclusion. (2007). Some call us names which we don’t like said another student and sometimes I don’t feel like playing because other students tease me and teachers don’t do anything to stop those who bully us. On the other hand teachers were least willing to include those students with intellectual disabilities such as language disabilities. Education for All by 2015. (1996). The responses of this teacher and others were cited and their attitudes reflected. Social skills interventions for young children with disabilities. 2000), and that administrators at their schools lack the understanding to effectively implement inclusive practices (Cook, et al. These identified issues raise the question of whether or not schools in Ghana are conceptualising and implementing inclusive education in line with the basic philosophical ideas, as well as research underpinning the concept. Kvale, Steiner (1997). Interpersonal and attitudinal outcomes in cooperating interracial groups. We are less informed about how to include students with disabilities in the normal classroom. Turner, R.N., Hewstone, M., & Voci, A. Retrieved from Wiley Online Library. (2008). However, it was found in the study that gender did not have any significant role on teachers` attitude in inclusion. This means the extent to which the person feels in control of engaging in the behavior. Further, the study is hoped to make a significant contribution to an understanding of inclusive education practices in Ghanaian schools by identifying what needs to be done to ensure effective implementation of Inclusive Education. inclusive education were at times lacking in clarity, and on occasion, contradictory in the constructs associated with the concept, suggesting a lack of a uniform definition among teachers. The purpose of this study was to examine teachers` attitudes in implementing Inclusive Education in primary and junior high secondary schools in two districts in Ghana (Bole and New Juaben). Asked about students playing and learning activities, one of the disabled students said they feel good during playtime there they play well with other students. However over 69 million children are still out of primary school, the quality of learning in many countries remains low and many significant social, geographic and other inequities remain, including those associated with disability (UNESCO, 2007, 2011). The Teacher Educator, 37 (3), 173-185. Wesley J. J (2010) Qualitative Document Analysis in Political Science. In this regard, the findings of this study were similar to other studies. It could be inferred from teachers` responses that attitudes of teachers` to implement inclusion is related to the type of disability and severity. Will We Make It? Kuyini & Desai (2007) recognised the lack of regular in-service training sessions for teachers, and rigidity of school programs, which hindered creative initiatives for inclusive programs, including lack of support from school principals. A meta-analytic test of intergroup contact theory. In a group interview with teachers and when asked the question: “what do you think about language disability students?” One of the teachers had this to say: The students use a lot of time to answer simple questions. Further, principals and teachers have often demonstrated considerable lack of knowledge about students with disabilities and inclusion (Schumm & Vaughn; 1995; Tomlinson, Callahan, Eiss, Imbeau, & Landrum, 1997), and teachers have often used more undifferentiated large-group instruction with few adaptations to meet the needs of included students (Baker & Zigmond, 1990; Kuyini & Desai, 2008). The narrative of the teacher had support from other teachers and the school principal. However, an examination of literature and practice shows that the term has come to mean different things to different people. Partial Inclusion 2. Inclusive Education Policy In 2015, the Government of Ghana completed the development of an IE Policy together with the Inclusive Education Monitoring Tool (IEMT), Implementation Plan and the Standards/Guidelines. The Ministry of Education (MOE) sees education as a fundamental right. Accra: Ghana Publishing Corporation. Cornoldi, C., Terreni, A., Scruggs, T., Mastropieri, M. (1998). Inclusive Education: a casebook and readings for prospective and practicing teachers. Format), Citation-(EndNote Highlighting the importance of these elements, Avramidis, et al. The purpose of this study was to examine teachers` attitudes in implementing Inclusive Education in primary and junior high secondary schools in two districts in Ghana (Bole and New Juaben). There is a common belief that merely assembling diverse groups of people together facilitates acceptance of each other. & Desai, I. Principals’ and Teachers’ Attitudes and Knowledge of Inclusive Education as Predictors of Effective Teaching practices in Ghana. Providing instruction to students with special needs in inclusive classrooms in Ghana: Issues and challenges. Inclusive education means all children in the same classrooms, in the same schools. A large scale study is required to identify other possible factors or predictors of attitude. Interviews were conducted and two classroom observations were undertaken in selected primary and junior secondary schools. Students in Ghana in a parade for inclusive education Inclusion in education refers to a model wherein students with special needs spend most or all of their time … This was evident in the limited use of instructional adaptations to meet individual needs. These findings raise concerns regarding the implementation of the Inclusive Education Program in Ghana, Anthony (2011), Ofori-Addo (1994) and O’Toole, Hofslett, Bupuru, Ofori-Addo, & Kotoku (1996). Inclusive Education: Approaches, Scope and Content • Ghana’s Inclusive Education focuses on children with special needs. Despite the development of IECE through Government commitments to both inclusive education (IE) and early childhood education (ECE); and as educational goals being realised, little research exists locally on … In the field of inclusive education this theory is without doubt of great importance. Inclusive Education Education is the most effective way to break the cycle of discrimination and poverty that children with disabilities and their families often go through. More recent studies, (Agbenyega & Deku, 2011, Gyimah, 2010, Kuyini & Desai, 2007) have echoed these earlier findings, including the fact that many children with disabilities do not always benefit from the inclusive education; there is lack of specialised teaching skills, negative teacher attitudes, and lack of knowledge of inclusion on the part of the school authorities. Focusing on inclusive education can In Table 2 most teachers were having class-size of over 35 students in which at least there is one student with disability. Serge Thomazet, a researcher and specialist on the subject of educating special needs children, has worked for a long time in Quebec (Canada) and then at the university of Clermond-Ferrand in France. (Kuyini & Desai 2009) study of attitudes toward including students with disabilities into mainstream schools in Australia found that, teacher attitudes had increased in a positive way. According to one of the interviewees, students with severe disabilities would pose problem to effective teaching because they take a lot of time and that is unfair for non-disable students. I don’t really know how to deal with these problems without help from colleagues. Hillsdale, New Jersey. Ntombela, S. (2011) the progress of inclusive education in South Africa. A synthesis of group design studies. Generally, it can be assumed that inclusive education mainly depends on what teachers do in classrooms. Cook, S.W. One of the two teachers observed in the classroom was female and the other one a male teacher. 108 teachers responded to questionnaire measures of attitude and ten were interviewed. Political Research Quarterly, 53 (2). Finally, the study is also hoped to contribute to national and international debates on Inclusive Education growing global literature on educators’ attitudes toward inclusive education and the specific factors / educator variables that impact on these attitudes and the implementation of effective inclusive practices. TYPES OF INCLUSION A. The study will be useful in providing an understanding of how each of the study variables impact on inclusive school practices in Ghana. Respondents were also strong in their expression of a need for good dissemination of information, knowledge and professionalism in their attempts to include students with disabilities into mainstream classrooms. The Community-based Rehabilitation Programme in Ghana: In UNESCO, (1994) Examples of good practice in special needs education & community-based programmes. Students` socialisation with others is not on the optimal. Ghana’s Inclusive Education Policy, together with its comprehensive implementation plan (2015–2019), has introduced Inclusive Education in schools countrywide. These findings are consistent with research studies which point to a generally positive view held by teachers in mainstream settings regarding the inclusion of students with disabilities. Students` responses are summarised in Table 1 below. It is also essential to acquire an understanding of the impact of these variables on practices of inclusion. 11.) Before the arrival of European settlers, who introduced a formal education system addressed to the elites, education in Ghana was mainly informal and based on apprenticeship.Pre-Independent Ghana was known as the Gold Coast. Based on the theoretical framework used in the study, the results showed differences of teachers` attitudes depending on the type of students` disabilities and disability severity. Comparing the effects of educational placement on the social relationships of intermediate school students with severe disabilities. There was a general notion by students interviewed (Table 1) that teachers were not actively involved in helping their social life both in the classrooms and outside, so getting friends to play with is often a problem for disabled students. A cultural perspective and the second wave of educational reform. (2002). The International Journal of Learning, 374 (9704), 1795-1796. The phrase "inclusive education" has attracted much attention in recent years. The absence of gender differences in this study is perhaps a result of similarities in the country`s traditional beliefs and culture. Vol. Exceptional Children, 63 (3), 405-418. Educators continue to debate and determine the best ways to teach students with disabilities. The economy of the pre-colonial Gold Coast was dependent on subsistence farming, in which farm produce was shared within households, and members of each … INTRODUCTION In accordance with the general social reforms, after 2002 the reforms of the school system were started. Ofori-Addo, L. (1994). Inclusion, Rehabilitation and Transition Services in Special Education. & Odom, S.L. & Desai, I. In a group interview with students, they were asked to talk about learning and teaching activities in the classrooms and outside classrooms. The Journal of Special Education; Bensalem; 34/4, p. 203-213. Thus, facilitating intergroup harmony is important should be the responsibility of teachers). Conceptualizing disability in Ghana: Implications for EFA and Inclusive Education. O’Toole, B., Hofslett, K., Bupuru, K.A, Ofori-Addo, L. & Kotoku, G. (1996). In this regard, a teacher commented: Mainstream schools, probably are not able to cater for students with extreme disabilities. This study set out to examine teachers` implementation of Inclusive Education in Ghanaian primary schools taking into consideration teachers` attitudes toward inclusion of disabled students in regular classroom. INCLUSIVE EDUCATION AND THE CURRICULUM (i) Sub-theme 1. The model includes concept, purpose, content, educational activities, material and learning resource, measurement and evaluation method. (1998). 2. What attitudes do teachers have toward the inclusion of students with disabilities in regular classrooms? In the area of education, Enabling Education Network (EENET) was created to promote the inclusion of the marginalized Baltimore: Paul H. Brooks Publishing Co. Stanovich, P.J. EFA Global Monitoring Report 2008. There are challenges in the implementation of inclusive education in Ghana (Agbenyega & Deku 2011; Anthony, 2009; Kuyini & Desai, 2007, 2008). Deaux, K. Dane, C.F. Welch, M. (2000). Sharma, U. In line with attitude formation theories and results from literature (Cornoldi et al., 1998; Deaux et al, 1993; Praisner, 2003) the results of this study is similar to those of Anthony, (2011), Avramidis, et al. Teachers` attitudes though, deeply entrenched in the religious and cultural beliefs, is also due to the gap existing between either misinformation or lack of information or both about implementation of inclusive education policies. Progress has also been made on access to secondary education. Teachers responded to both questionnaires and interviews while students responded to interviews only. Experience teaching students with disabilities, disabled students in the classroom and knowledge of special needs education were found to be affective of attitudes and knowledge and in teachers` implementation of inclusion. Increased concern has resulted as teachers feel that they have not been given any guidelines or directives about including students with disabilities into mainstream classrooms (Ntombela, 2003, 2009, 2011). New Jersey. This means that the more teachers and principals know about inclusive education the more they have a positive attitude towards it. Asia & Pacific Journal on Disability, 5 (1). The Journal of Social Issues, 54 (4), 795. Students with other disabilities other than mental and intellectual such as severe physical problems without disabled friendly structures and other facilities appear to force teachers to view the inclusion of such students with some apprehension. & Jordon, A. Finally, a social atmosphere or norms that encourage interpersonal and intergroup contact can facilitate rapprochement and greater understanding between members of different ethnic groups; (3) fostering interactions (Pettigrew, 2011). United States: Prentice Hall, Inc. McClenahan, C., Cairns, E., Seamus, D. & Valerie, M. (1996). The data was analysed qualitatively and results tabulated with percentages. UNESCO, Paris. The last students` socialisation with others is minimal. (6th ed). You can download the paper by clicking the button above. Segregation, integration, inclusion: what is the history of educating children with special needs? INCLUSIVE MODEL Partial Inclusion Students with moderate to severe disabilities are included in a regular education classroom, but are pulled for required services such as speech or occupational therapy to a more segregated setting. Avramidis, E., Bayliss, P. & Burden, R. (2000). They also believe that well controlled contact between children from different ethnic groups in school can have positive effects on social interactions among groups. Negative attitudes of teachers were associated with large class-sizes and the presence of a student with disability in the classroom. In the International Journal of Special Education, 15 (1) 86-95. Thus in the light of the Intergroup Contact Theory and the Theory of Planned Behavior the present study would examine the factors of teacher efficacy, teacher knowledge and attitudes toward inclusion, teaching practices and the social status of students with disabilities in the inclusive classroom, as following the direction of the flowchart\study model below: A total of 108 teachers and 20 students participated in the study. Teachers in this category are the few with some experience teaching students with disabilities supported by better classroom structures that appear to suit the needs of students. 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