NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ870777
Record Type: Journal
Publication Date: 2009-Dec
Pages: 18
Abstractor: As Provided
Reference Count: 68
ISSN: ISSN-1360-3116
Inclusion of Children with Special Educational Needs in Mainstream Schools in Ghana: Influence of Teachers' and Children's Characteristics
Gyimah, Emmanuel Kofi; Sugden, David; Pearson, Sue
International Journal of Inclusive Education, v13 n8 p787-804 Dec 2009
The issue of where to teach children with special educational needs (SEN) and disabilities has been a great concern as countries respond to the United Nations Educational, Scientific and Cultural Organization (UNESCO) Salamanca Statement on inclusion of 1994. In this study, the responses of 500 trained and untrained mainstream primary school teachers selected from three of the ten regions of Ghana were analysed to investigate their attitudes to including children with SEN and disabilities in mainstream schools in Ghana. These attitudes were examined alongside teachers' characteristics such as gender, age, length and level of teaching experience, and knowledge of SEN, and also the type, nature and degree of children's SEN. The results showed that teachers in Ghana were positive towards the inclusion of children with SEN and disabilities with a few reservations which are elaborated. On the basis of the findings, conclusions were drawn that the inclusion agenda should be subject to national and local interpretation, aimed at ensuring that policies and regulations on SEN are fashioned to meet local situations and standards. (Contains 5 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana