NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1153995
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1710-2146
Perspectives of Teachers Regarding Inclusive Education in Ghana
Deku, Prosper; Vanderpuye, Irene
International Journal of Whole Schooling, v13 n3 p39-54 2017
The study explored teachers' perspectives on the curriculum, the physical environment and their preparation for the inclusive education programme. Data was collected using questionnaires. A sample of 120 teachers from schools identified as inclusive was used for the study. The t-test of independent samples and chi-square test were used to analyse the data. Results showed that differences do not exist between males and females' views on the type of curriculum, the physical environment, and teacher preparation for inclusive education. Also, age, teaching experience, and professional qualification influenced teachers' perceptions of the inclusive schools. It was recommended that teachers' preparation programmes must have a component of inclusive education courses to enable prospective teachers acquire the skills of teaching children with special needs.
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana
Grant or Contract Numbers: N/A