Implementation of Inclusive Education in Ghanaian Primary Schools: A Look at Teachers ` Attitudes

Abstract Studies have revealed that teachers ` attitudes toward students with disabilities are different, and these various differences/reasons are dependent on schools ` practices of inclusion. 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). Interviews were conducted and two classroom observations were undertaken in selected primary and junior secondary schools. 108 teachers responded to questionnaire measures of attitude and ten were interviewed. 20 students were also interviewed. The data was analysed qualitatively and results tabulated with percentages. Results were discussed with respondents to enhance reliability. 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. Negative attitudes of teachers were associated with large class-sizes and the presence of a student with disability in the classroom. A large scale study is required to identify other possible factors or predictors of attitude. It is recommended by this study that awareness-raising about disability is a good step towards an equal position of students with disabilities in the schools in particular and people with disabilities in the society in general. Changes at policy level and support facilities for special needs students as an explicit concer