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ERIC Number: EJ1202540
Record Type: Journal
Publication Date: 2018-Oct
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2158-2440
Inclusive Education: Perception of Visually Impaired Students, Students without Disability, and Teachers in Ghana
Asamoah, Edward; Ofori-Dua, Kwadwo; Cudjoe, Ebenezer; Abdullah, Alhassan; Nyarko, Joy Ato
SAGE Open, v8 n4 Oct 2018
The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants' own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana