top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 28 March 2023

Implementation of Inclusive Education in Ghanaian Colleges of Education: Factors that Influence the Tutors' Perception

Samuel Nti-Adarkwah, Philip Boateng, Jonathan Kwame Mensah, Eric Appiah-Kubi

Offinso College of Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Berekum College of Education

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.06.01.731

Pages: 592-604

Keywords: Inclusive Education, Implementation, Colleges of Education, Ghana, Tutors, Perceptions

Abstract

The study aimed to explore the perception of tutors of colleges of Education (CoE) towards the implementation of inclusive education in the Ashanti Region of Ghana as it exists at the time of the study and to examine whether their demographic profile like Gender, Age, Professional level, and working experience influenced their perceptions. The research made use of a quantitative method design. The study used 88 college tutors from a population of 133 College tutors in three colleges of education in the Ashanti Region of Ghana. A convenient sampling technique aided the researchers in selecting the CoE, while a simple random sampling technique was used to select the study participants. A self-designed semi-structured questionnaire was used as a primary data collection instrument. The data were subjected to frequency counts involving a simple percentage technique using themes and comments from the questionnaire and Multiple Regression. The respondents believed that implementing inclusive education at the CoE would bring many benefits, such as improving the social and academic skills of students with disabilities. However, respondents feared that inclusive education at the CoE would not benefit them as well as students with disabilities as a result of lack of funding and resources, limited classroom space and instructional materials, and the fact that it will increase the workload of the tutors. Again, the study revealed that except for tutors' working experience, which has a significant contribution to influencing their perceptions towards the inclusion of students with disabilities at the CoE, factors like gender, age, and professional levels are not good moderating tools to predict college tutors' perceptions on the inclusion of students with disabilities in CoE. Recommendations from the study involved Affiliate Universities liaising with the Ghana Tertiary Education Commission (GTEC) to organise workshops and seminars for the regular tutors at the colleges to equip them with the necessary skills required to engage students with disabilities in the regular CoE.

References

  1. Agbenyega, J. (2007). Examining teachers' concerns and attitudes to inclusive education in Ghana. International Journal of whole schooling, 3(1), 41-56.

  2. Alima, G.M., Sandra, S., &Burns, T. (2017). The benefits of inclusive education: New challenges for university teachers. MATEC web of conferences 121, 12011.

  3. Alnahdi, G. (2019). Are we ready for inclusion? Teachers' perceived self-efficacy for inclusive education in Saudi Arabia. International Journal of Disability, Development and Education, 67(2), 182–193. doi:10.1080/1034912x.2019.1634795

  4. Anabel, M. (2017). Inclusive education in higher education: Challenges and opportunities. European Journal of Special Needs Education. 32(1), pp 3-17

  5. Anthony, J. (2011). Conceptualising disability in Ghana: Implications for EFA and inclusive education. International Journal of Inclusive Education, 15(10), 1073-1086.

  6. Ary, D., Jacobs, C. L., & Razavieh, A. (2002). Introduction to research in education. New York: Wadsworth Thompson Learning.

  7. Ashman, A. (2015). Education for inclusion and diversity. (Ed). Melbourne, Vic. Pearson Education.

  8. Best, R. K. (2012). "Disease politics and medical research funding: Three ways advocacy shapes policy." American Sociological Review 77(5):780–803.

  9. Borg, W. R. & Gall, M. D. (1983) Educational research: An introduction. New York: Longman Inc.

  10. Borg, W. R. & Gall, M. D. (1983). Educational research and introduction. (6th Ed). New York: Longman Publishing Company.

  11. Creswell, J. W. (2014). Designing and conducting mixed method research (2nd Ed.). Thousand Oaks, CA: Sage.

  12. De Graaf, G., Van Hove, G., & Haveman, M. (2013). More academics in regular schools? The effect of regular versus special school placement on academic skills in Dutch primary school students with Down syndrome. Journal of Intellectual Disability Research, 57(1), 21–38.

  13. Deku, P. & Vanderpuye, I. (2017). Perspectives of teacher regarding inclusive education in Ghana. International Journal of Whole Schooling, 13(3), 39-54.

  14. Dessemontet, R. S. & Bless, G. (2013). The impact of including children with intellectual disabilities in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers. Journal of Intellectual & Developmental Disabilities, 38(1), 23–30.

  15. Farrell, P., Dyson, A., Polat, F., Hutcheson, G., & Gallannaugh, F. (2007). SEN inclusion and pupil achievement in english schools. Journal of Research in Special Education Needs, 7(3), 172–178.

  16. Fox, S., Farrell, P., & Davis, P. (2004). Factors associated with the effective inclusion of primary-aged pupils with down's syndrome. British Journal of Special Education, 31(4), 184.

  17. Frankel, J. &Wallen, W. (2004). How to design and evaluate research in education. New York: McGraw-Hill.

  18. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis.Englewood Cliffs, NJ: Prentice Hall.

  19. Jordan, A., Glenn, C., & McGhie-Richmond, D., (2010). The supporting effective teaching (SET) project: The relationship of inclusive teaching practices to teachers' beliefs about disabilities and ability, and about their roles as teachers. Teaching and Teacher Education, Elsevier, 26(2), 259-266.

  20. Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535–542.

  21. Kliewer, C. (1998). The meaning of inclusion. Mental Retardation, 36(4), 317–322.

  22. Koay, T. L., Lim, L., Sim, W. K., & Elkins, J. (2006). Learning assistance and regular teachers' perceptions of inclusive education in Brunei Darussalam. International Journal of Special Education, 21(1), 131-142.

  23. Lee, S. E. (2013). "Education as a human right in the 21st century." Democracy and Education, 21(1), 1.

  24. Lee, S.J. (2015). Experiences and perceptions of teachers on implementing positive behaviour supports in inclusive pre-school classroom. Korean Journal of Special Education, 50(2), 167-196.

  25. Mariga, L., McConkey, R., & Myezwa, H. (2014) Inclusive education in low-income countries: A resource book for teacher educators, parent trainers and community development workers. Rondebosch, S. Africa: Disability Innovations Africa.

  26. Mitchell, R. (2017) An ethnographic case study of the agendas, participation and influence of stakeholders at an urban government primary school in Tigray, Ethiopia. PhD Thesis, University of Leicester.

  27. Mitiku, W., Alemu, Y., & Mengsitu, S. (2014). Challenges and opportunities to implement inclusive education. Special Needs Education, University of Gondar, Euthopia. 1(2) 2014.

  28. Mprah, K., Dwomoh, A., Opoku, M., Owusu, I., & Ampratwum, J. (2016). Knowledge, attitude and preparedness of teachers towards inclusive education in Ejisu-Juaben Municipality in Ashanti region of Ghana. Journal of Disability Management and Special Education, 6(2), 1-15.

  29. Odom, Y., Mitiku, W., Alemu, Y., & Mengsitu, S. (2011). Challenges and opportunities to implement inclusive education. Asian Journal of Humanity, Art and Literature, 1(2), 118 – 136.

  30. Opoku, M. P., Badu, E., Amponteng, M., & Agyei-Okyere, E. (2015). Inclusive education at the crossroads in Ashanti and Brong Ahafo regions in Ghana: Target not achievable by 2015. Disability, CBR & Inclusive Development, 26(1), 63-78.

  31. Opoku, M. P., Mprah, W. J. F., Mckenzie, J., & Badu, E. (2017). Decade of inclusive education in Ghana: Perspective of educators. Journal of social inclusive, 8 (1), 2017.

  32. Opoku, M. P., Rayner, C., Pedersen, S., & Cuskelly, M. (2019a). Mapping Ghana's research evidence-base in inclusive education to policy and practice: A scoping review. International Journal of Inclusive Education, 1–17. https://doi.org/10.1080/13603116.2019.1600055.

  33. Pather, S. (2019). Confronting inclusive education in Africa since Salamanca. International Journal of Inclusive Education, 23(7-8), 782–795. doi:10.1080/13603116.2019.1623329

  34. Peetsma, T., Vergeer, M., Karsten, S., & Roeleveld, J. (2001). Inclusion in education: Comparing pupils' development in special and regular education. Educational Review, 53(2), 125-135.

  35. Purdue, K., Gordon-Burns, D., Gunn, A., Madden, B., & Surtees, N. (2001). Supporting inclusion in early childhood settings: some possibilities and problems for teacher education. International Journal of Inclusive Education, 13(8) 805-815.

  36. Seidu, A. (2007). Modern approach to research in educational administration for research students. Amakom-Kumasi: Payless publication limited.

  37. Straub, D., Boudreau, M. C., & Gefen, D. (2004). Validation guidelines for IS positivist research. Communications of the AIS13(24), 380-427.

  38. Vakil, S., Welton, E., O'Connor, B., & Kline, L. S. (2009). Inclusion means everyone! The role of the early childhood educator when including young children with autism in the classroom. Early Childhood Education Journal,36(4), 321–326.

  39. Yamane, T. (1967). Statistics: an introductory analysis. New York: Harper and Row.

bottom of page