Teachers' attitudes towards mainstreaming of children with intellectual disabilities: A study of teachers in the Akrom cluster of schools in Kumasi, Ghana

Abstract

The main focus of this study is the ‘integration’ or ‘inclusion’ of children with intellectual disabilities (mental retardation) in the general classroom system with children without such disabilities. There are growing concerns in both developed and developing countries with regard to changing the orientation in special education towards integration (inclusion), and this study is intended to address such concerns. One of the most important factors that would ensure successful integration is teacher preparedness or positive teacher perception about such a practice or programme. In this study, 71 regular teachers including the Kumasi Metropolitan Peripatetic Officer from the Akrom Circuit schools in Kumasi, were sampled for the administration of questionnaire on “inclusive education” practices. Responses to the questionnaires indicated that teachers in regular schools (as they exist now) were prepared to teach children with intellectual disabilities in the regular-classroom setting. Such teachers would however require in-service training, adequate teaching aids, smaller class size and other incentives as motivation. The success of inclusion therefore depends largely on the availability and quality of support that is offered in the mainstream programme. It was also found that ‘integration’ will benefit both handicapped and non-handicapped children, in terms of academic and social pursuits. The study recommends how integration can be implemented in the country, e.g. enacting of relevant laws to provide the required legal framework for successful integration, as well as suggestions for further study into related areas of integration.