Wesley J. J (2010) Qualitative Document Analysis in Political Science. Welch, M. (1989). The Intergroup Contact theory posits that bringing members of opposing groups together under conditions involving cooperation, equal status, and personal acquaintance can improve attitudes toward the out-group and facilitate intergroup harmony (Pettigrew, 2011). Full Inclusion Students with moderate to severe … Factors including effective school practices, positive teacher attitudes toward and adequate teacher knowledge of inclusion are among others contributing to making implementation of Inclusive Education a success (Avramidis et al. Towards the development of inclusive education in one district of KwaZulu-Natal, South Africa. 2000; Kuyini & Desai, 2008). (1997). 2.3.3 Ghana’s experience with inclusive education 33 2.3.3.1 Disability in Ghana 33 2.3.4 Special needs and inclusion in Tanzania 34 2.3.4.1 Legislation and policy 35 . B. Removing barriers to participation in learning for all learners is at the core of inclusive education systems (UNESCO, 2005). The effect is greatly enhanced if this contact is sanctioned by institutional supports” (Allport, 1954. p. 281). Allport, G.W. In line with attitude formation theories and results from literature (Cornoldi et al., 1998; Deaux et al, 1993; Praisner, 2003) the results of this study is similar to those of Anthony, (2011), Avramidis, et al. Answering questions raised about the implementation of inclusion in an interview with teachers I decided to write some of their responses verbatim; “Inclusive Education in the schools is not holistic” and its implementation is difficult”. This was evident in the limited use of instructional adaptations to meet individual needs. In this regard, the findings of this study were similar to other studies. And are teachers implementing inclusion in any meaningful way to foster academic and social inclusion? UNESCO, Paris. Vrije Universiteit Amsterdam, Wilzenski, F. L. (1995). (2011). More recent studies, (Agbenyega & Deku, 2011, Gyimah, 2010, Kuyini & Desai, 2007) have echoed these earlier findings, including the fact that many children with disabilities do not always benefit from the inclusive education; there is lack of specialised teaching skills, negative teacher attitudes, and lack of knowledge of inclusion on the part of the school authorities. Anthony J. A survey into mainstream teachers’ attitudes toward the inclusion of children with special educational needs in the ordinary school in one local education authority. The phrase "inclusive education" has attracted much attention in recent years. Emerging themes from interviews was coded and analysed with the respondents. Remedial and Special Education, 19, 350-363. http:/imp.sagepub.com. (1954). Research shows that adolescent girls are usually unable to get an education due to factors such as poverty, gender inequality and long distances from school. Inclusive Education One of the two teachers observed in the classroom was female and the other one a male teacher. Intergroup Contact Theory is used intensively by researchers to reduce tension among groups (Brown & Hewstone, 2005; Dovidio et al., 2003; Pettigrew, 1998), and, indeed, there is impressive evidence that positive contact is associated with more favorable attitudes toward the out-group (Pettigrew & Tropp, 2006). (2000), Kuyini & Desai (2009), Agbenyega, & Deku, (2011) that experience working with disabled students and small class-sizes had positive effects on attitudes toward inclusion. Measuring attitudes toward inclusive education.Psychology in the Schools, 29, 10-22. Ghana Community-Based Rehabilitation (CBR): Participatory evaluation. Another teacher added; we can deal with a child having social problems not those with visual and hearing impairment. Amir, Y. Vaughn, S., Elbaum, B. E., Shumm, J. S. & Hughes, M. T. (1998). Wittig, M. A. This involves qualified personnel (administrators), community involvement and support, and a political will from the government. Format), Agbenyega, J. Teachers are more negative to include students with speech disorders and students who need professional skills to read and write In this regard this study confirms the works of (Avramids, et al 2000; Kuyini & Desai, 2008; Stanovich, & Jordon, 2002). Muthukrishna, N., Farman, R. & Sader, S. (2000) the inclusion of children with Down syndrome in ordinary schools: a South African experience. Further, the study is hoped to make a significant contribution to an understanding of inclusive education practices in Ghanaian schools by identifying what needs to be done to ensure effective implementation of Inclusive Education. & Desai, I. • An inclusive education system must organically integrate and link all forms, types and styles of learning as well as different learning objectives, from early childhood education onwards • The curriculum represents a crucial tool for fostering a broadened concept of inclusive education and to implement educational policy from a long-term Ntombela, S. (2011) the progress of inclusive education in South Africa. 15, No. Avramidis, E., Bayliss, P. & Burden, R. (2000). (June 3, 2008) -Inclusive education project, University of Education, Winneba. Teacher attitudes in Italy. Vaughn, S., Kim, A-H., Sloan, C.V.M., Hughes, M. T., Elbaum, B. inclusive education were at times lacking in clarity, and on occasion, contradictory in the constructs associated with the concept, suggesting a lack of a uniform definition among teachers. Alhassan, Awal Mohammed. These politicians are not in the classrooms themselves so they can write what they want! State of inclusive education in Ghana Unpublished manuscript, Education Division, Ghana Education Service Volume 1: Policies, targets and strategies Apr 2003 20-20 "Implementation of Inclusive Education in Ghanaian Primary Schools: A Look at Teachers` Attitudes.". Education for All by 2015. UNESCO, Paris. Journal of Educational Psychology, 82 (1), 101-106. In other words, are schools restructured, re-oriented and re-organised to create school norms /climates conducive for inclusive education? You can download the paper by clicking the button above. UNESCO, 2011. It is also essential to acquire an understanding of the impact of these variables on practices of inclusion. 1. How do Ghanaian teachers implement Inclusive Education? inclusive education systems, and in line with EU and international priorities , the Agency published the Agency Position on Inclusive Education Systems (European Agency, 2015). In a group interview with students, they were asked to talk about learning and teaching activities in the classrooms and outside classrooms. Cook, B. G. (2001). Academia.edu no longer supports Internet Explorer. involved in the training of teachers for the inclusive education pilot Ghana’s special and inclusive education system is limited project. The Community-based Rehabilitation Programme in Ghana: In Examples of good practice in special needs education & community-based programmers. & Grant-Thompson, S. (1998). Full Inclusion B. stress that although direct contact between different groups may be essential for positive interactions, it is not sufficient by itself. Department of Educational Foundations, University of Cape Coast, Cape Coast, Ghana. One student with vision impairment had this to say; “the teacher told me to sit in front so that I can see properly what is written on the board” Teachers say I disturb so I should sit in front” said another student with hearing problems. The general lack of knowledge of inclusion on the part of school authorities (principals) and the lack of regular in-service training sessions for teachers (Agbenyega & Deku, 2011; Ofori-Addo, et al., 1999) put a question mark on the level of educators’ knowledge of the inclusion education initiative. Two set of questions, one to the teachers and one to the students were used to collect data. UNESCO, 2007. 2000; Kuyini & Desai, 2007; Sharma & Desai, 2002) as well as the use of effective teaching practices (including making instructional adaptations) to meet the needs of students with disabilities (Kuyini & Desai, 2007; Mastropieri & Scruggs, 2000). (2007). (6th ed). Experience teaching students with disabilities, disabled students in the classroom and knowledge of special needs education were found to be affective of attitudes and knowledge and in teachers` implementation of inclusion. Educational and Psychological Measurement, 55, 291-299. The study will be useful in providing an understanding of how each of the study variables impact on inclusive school practices in Ghana. Kuyini A. On the other hand teachers were least willing to include those students with intellectual disabilities such as language disabilities. Exceptional Children, 63 (3), 405-418. Lawrence Elbaum Associate Publishers. Teachers responded to both questionnaires and interviews while students responded to interviews only. UNESCO. & Wrightsman, S.L. 1073-1086. An important dimension with regard to the findings on attitudes was that the principals and teachers in Ghana were more positive towards the inclusion of students with social disabilities than any other type of disability (See Table 3). 41 a significant barrier to the effective implementation of inclusive education in 42 South Africa. Inclusive Education Policy In 2015, the Government of Ghana completed the development of an IE Policy together with the Inclusive Education Monitoring Tool (IEMT), Implementation Plan and the Standards/Guidelines. 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