Inclusion of Children with Disabilities in Regular Kindergarten Schools in Ghana: The Perception of the Implementers

Abstract:

This work piece empirically assessed teachers’ attitudes toward the inclusion of children with disability in the kindergarten classroom in the Kumasi metropolis of Ghana. The study employed the sequential explanatory mixed method design of 142 respondents using structured questionnaire and semi-structured interview which were personally administered. It emerged from the study that respondents’ attitudes were influenced by factors related to teacher’s knowledge, gender, beliefs and cultural context, the nature of early childhood programs, teacher expectations of pupils, and disabled children’s physical and cognitive dimensions. Challenges like teacher’s inadequate knowledge about special needs children, inadequate teacher training, classroom space and instructional materials, financial costs and lack of government support were also identified. Authors recommended that the Kumasi Educational Directorate and the Metropolitan Assembly should collaborate with the various selected schools and organize special education workshops to effectively improve teachers’ knowledge towards inclusion of children with disability and to modify their attitudes.