Assessment of Demographic Variables affecting Teacher Attitudes towards Inclusive Education in Ghana.
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 spe...
| Publicado en: | Disability, CBR & Inclusive Development Vol. 34; no. 2; pp. 132 - 148 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Asia Pacific Disability Rehabilitation Journal
Summer2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=173393233&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 173393233 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 22115242 BGWU jtl: Disability, CBR & Inclusive Development issn: 22115242 maglogo: N pubinfo: dt: Summer2023 vid: 34 iid: 2 pid: 20475 pub: Asia Pacific Disability Rehabilitation Journal place: Jayanagar, Bangalore - 560011, <Blank> artinfo: ui: 173393233 173393233 173393233 10.20372/dcidj.572 173393233 ppf: 132 ppct: 16 formats: fmt: @attributes: type: P tig: atl: Assessment of Demographic Variables affecting Teacher Attitudes towards Inclusive Education in Ghana. aug: au: Dzakadzie, Yayra Honu-Mensah, Cyril Mawuli Rockson, Gifty Nana Yaa Abu-Sadat, Rabbi affil: Department of Educational Foundations, University of Education, Winneba, Ghana sug: subj: Mainstreaming (Education) Psychosocial Factors Faculty Attitudes Sociodemographic Factors Education, Special Children with Disabilities Education Needs Assessment Ghana Cross Sectional Studies T-Tests One-Way Analysis of Variance Human Male Female Young Adult Adult Developing Countries Middle Age Attitude to Disability Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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