Perception of teachers on inclusive education in selected basic schools in the Cape Coast Metropolis of Ghana

Abstract

This study was conducted on the views of teachers of selected basic schools on inclusive education in Cape Coast Metropolis. The study adopted descriptive survey design to help find answers to the problem under investigation and a questionnaire was used to collect data for the study. Systematic random sampling technique was used to select 76 basic school teachers as the respondents for the study. The background information of the respondents was analysed by using frequency and percentage. Research questions one and two were analysed using mean and standard deviation while research questions three and four were analysed using frequency and percentage. The study revealed that almost all the respondents have knowledge and skills necessary to handle pupils with disabilities in inclusive settings. Another finding was that teachers implements the curriculum by adopting strategies to suit learners and were using alternative assessment strategies in assessing pupils in the classroom. The finding also points to the fact that teachers at the basic level were prepared to collaborate with other professionals to enhance inclusive education in the Metropolis. Based on the findings it is therefore, recommended that teachers at the basic schools should be given the necessary assistance from professionals in the field of inclusive education in handling the pupils. Provision of teaching and learning materials such as Braille machine, hearing aids, talking calculator and others should be provided by the stakeholders in education to enhance better delivery of education.