| Sumario: | Purpose: This study examined teachers' attitudes towards the inclusion of learners with special educational needs in three schools in the Central Region of Ghana. Method: The study adopted a cross-sectional survey involving 142 teachers (68 female teachers and 74 male teachers) selected from two special schools and one inclusive school in the Central Region of Ghana. Independent T-test and oneway ANOVA measures were used for data analysis. Results: Age was found to be the most influential factor in determining teacher attitudes towards inclusion. Female teachers (48%) were more positive in overall attitudes than male teachers (52%). Younger teachers, who were between 20-30 years old and classroom teachers, were associated with positive attitudes towards learners with special educational needs. However, the level of education and length of professional service did not affect teacher attitudes towards these students. Conclusion: The study concluded that, in general, educators in special schools and inclusive schools in the Central Region of Ghana have a positive attitude towards learners with special educational needs. Further in-service training for these teachers is recommended, as a means of improving teacher attitudes towards inclusion in Ghana.
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