2000), and that administrators at their schools lack the understanding to effectively implement inclusive practices (Cook, et al. (2002). This involved the integration of young people with special learning needs into normal schools, without taking them out of the classroom (except in very exceptional situations), but by setting up teaching experiences adapted to all of the children, whatever their needs. Research shows that adolescent girls are usually unable to get an education due to factors such as poverty, gender inequality and long distances from school. 11.) Three themes of disabilities emerged from the responses of teachers; physical/social, visual/hearing and intellectual disabilities (Table 3). As a result people relate to each other not group representative but as individuals. Allport (1954) stated that not all types of contact between diverse groups lead to acceptance of each other. Canadian teachers’ and principals’ beliefs about inclusive education as predictors of effective teaching in heterogeneous classrooms. The data was analysed qualitatively and results tabulated with percentages. Educational Psychology, 20, 191-195. Vaughn, S., Hogan, A., Kouzekanani, K., & Shapiro, S. (1990). Cook, B. G. (2001). The responses of this teacher and others were cited and their attitudes reflected. Inclusive education means all children and young people are engaged and achieve through being present, participating, learning and belonging. Part of these reforms brought structural changes to the delivery of education in Ghana. Social psychology in the 90’s. UNESCO. Becoming architects of communities of learning: Addressing academic diversity in contemporary classrooms. (June 3, 2008) -Inclusive education project, University of Education, Winneba. Measuring school environment and participation to support inclusive education The right to equal and quality education, initially set out in Article 28 of the Convention on the Rights of the Child (UNICEF, 1989) and Article 24 of the Convention on the Rights of Persons with Disabilities , is also reinforced in the 2030 Sustainable Development Agenda , adopted in September 2015. The extension of The Theory of Reasoned Action (Theory of planned behavior) introduced a third element, the element of perceived behavioral control. Ofori-Addo, L. (1994). 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. Supporting Allport’s (1954) theory, Amir and Sharan (1984, p. Educational Provisions and Inclusive Practice in Ghana Special Education Services in Ghana are delivered by specialized teachers and aim at providing disabled school age children with academic skills, enabling them to read, write and continue their education in accord with their needs and abilities. The International Journal of Learning, 374 (9704), 1795-1796. Current Issues in Education, 14 (1). Access to Education for Students with Autism in Ghana: Implications for EFA. However, it was found in the study that gender did not have any significant role on teachers` attitude in inclusion. 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. Amir, Y. (1978). (2000), Kuyini & Desai (2009), Agbenyega, & Deku, (2011) that experience working with disabled students and small class-sizes had positive effects on attitudes toward inclusion. The Ghana chapter on special education begins with the history of service provisions for persons with disabilities. Winneba: Department of Special Education. The Teacher Educator, 37 (3), 173-185. 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. Tomlinson, C. A., Callahan, C. M., Romchin, E. M., Eiss, N., Imbeau, M., & Landrum, M. (1997). 3. In a group interview with students, they were asked to talk about learning and teaching activities in the classrooms and outside classrooms. Pettigrew, T.F., & Tropp, L. (2006). Exceptional Children, 67, 115-135. Reading: Massachusetts. Implementation of Inclusive Education in Ghanaian Primary Schools: A Look at Teachers` Attitudes. Remedial and Special Education, 24 (1), 2-15. Inclusive Education in Ghana: A Report for the Ghana Government, Ministry of Employment and Social Welfare, Accra. Asia & Pacific Journal on Disability, 5 (1). Journal of Learning Disabilities, 31 (5), 428-436. The data about personal and background information of respondents was analysed using descriptive statistics. Retrieved from: http://ddp-ext.worldbank.org/EdStats/GHAgmrpap09.pdf (Retrieved on 2011-05-20). Studies in Ghana, by Gyima, (2010), Ofori-Addo, Worgbeyi and Tay (1999) identified some key challenges, similar to those reported earlier by O’Toole, et al. In the field of inclusive education this theory is without doubt of great importance. Thus, according to Allport (1954) the three factors that have a positive influence on the intergroup contacts are equal status within the situation, common goals and authority support. Allport, G.W. A teacher remarked: We are told what to do and if you don’t you face problems may be losing your job or at best transferred. They feel that they have not been consulted as far as decision-making is concerned. As part of Ghana‘s Education Sector Analysis on its IE experience, a simple survey was conducted across the country (in nine selected districts) to collect data on participant’s perceptions about knowledge regarding inclusive education, attitudes and practices towards inclusion of children with special needs into schools and solutions to barriers children with disability face in … Implementation of the Inclusive Educational Model in Schools 31 1. Baker, J. M., & Zigmond, N. (1990). Inclusion, Rehabilitation and Transition Services in Special Education. In general, teachers were found to hold some positive attitudes toward inclusion, but had little knowledge of inclusive practices. © Copyright 2020 European Agency for Special Needs and Inclusive Education All Rights Reserved | Terms of use. Secondary schools with Autism in Ghana: a Look at teachers ` attitude in.... 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