Attitudes and Concerns of Pre-Service Teachers’ about Inclusive Education Enshrined in the New Four-Year Basic Education Curriculum in Ghana



Abstract Views
1712

Downloads
1112

Citations

Share

##plugins.themes.bootstrap3.article.sidebar##

Submitted Dec 4, 2021
Published Feb 16, 2022
10.24018/ejedu.2022.3.1.239

Abstract viewed = 1712 times

Table of Contents

##plugins.themes.bootstrap3.article.main##

Inclusive education, that is, the inclusion of learners with special educational needs and disabilities into regular schools is now one of the most significant core pillars in the New Bachelor of Education (Basic Education) Curriculum for teacher education in Ghana. In order to address this issue, pre-service teachers in their first year per the curriculum are introduced to inclusive education as a subject. The study aimed at finding out the attitude and concerns of pre-service teachers towards inclusive education in Ghana. The study employed mixed method approach with the sequential explanatory strategy. The sample population composed of 562 students from six (6) colleges of education in Ghana under one mentor university. The quantitative research approach consisted of 10-item questionnaire which was adapted from the Teachers’ Attitudes towards Inclusive Education (TAIS) scale. Data was collected using both the questionnaire and interview guide. The analysis of quantitative data involved the use of multiple statistical procedures; frequency counts, simple percentages, and standard deviation, while the thematic analysis was used to analyze the qualitative data. The study revealed that pre-service teachers has positive attitude towards the implementation of inclusive education in Ghana. About eighty percent (80.1%) stated that children with special educational needs can be effectively supported to learn in regular classrooms in Ghana (1.30, SD=.64). However, the current regular schools in Ghana cannot accommodate children with special needs education (1.25, SD=.62) due to inadequate space. It is therefore recommended that the government of Ghana and the Ghana Education Service should work together to ensure that there is the availability of adequate facilities in all schools for teachers to effectively implement inclusive education in the new Bachelor of Education (Basic Education) Curriculum

 

Keywords: Attitude, Concerns, Inclusive Education, New B. Ed Basic Education Curriculum, Pre-Service Teachers

References

  1. Altintaş, E. & Şengül, S. (2014). The evaluation of special education courses in terms of educational attainments of pre-service mathematics teachers. Electronic Turkish Studies, 9(2).
     Google Scholar
  2. Avramidis, E. & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: a review of the literature. European journal of special needs education, 17(2), 129-147.
     Google Scholar
  3. Avramidis, E., Bayliss, P. & Burden, R. (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational psychology, 20(2), 191-211.
     Google Scholar
  4. Costello, S. & Boyle, C. (2013). Pre-service secondary teachers’ attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 8.
     Google Scholar
  5. Costello, S. & Boyle, C. (2013). Pre-service secondary teachers’ attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 8.
     Google Scholar
  6. Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
     Google Scholar
  7. Dias, P. C. & Cadime, I. (2016). Effects of personal and professional factors on teachers’ attitudes towards inclusion in preschool, European Journal of Special Needs Education, 31:1, 111-123, DOI: 10.1080/08856257.2015.1108040
     Google Scholar
  8. Sharma, U., Loreman, T. & Forlin, C. (2007). An international comparison of pre-service teacher attitudes towards inclusive education. Disability studies quarterly, 27(4).
     Google Scholar
  9. Hemmings, B. & Woodcock, S. (2011). Preservice teachers’ views of inclusive education: A content analysis. Australasian Journal of Special Education, 35(2), 103-116
     Google Scholar
  10. Kim, K. J. & Taylor, L. K. (2016). Preservice Teachers’ Self-Efficacy in Working with Families: Can an Immersive Course Make a Difference?. In Family involvement in early education and child care. Emerald Group Publishing Limited.
     Google Scholar
  11. Kraska, J. & Boyle, C. (2014). Attitudes of preschool and primary school pre-service teachers towards inclusive education. Asia-Pacific Journal of Teacher Education, 42(3), 228-246.
     Google Scholar
  12. Kuyini, A. B., Yeboah, K. A., Das, A. K., Alhassan, A. M., Mangope, B. (2016). Ghanaian teachers: Competencies perceived as important for inclusive education. International Journal of Inclusive Education, 20, 1009-1023. doi:10.1080/13603116.2016.1145261
     Google Scholar
  13. Leatherman, J. M. and Judith, A. N. (2005). Teachers’ Attitudes toward Inclusion: Factors Influencing Classroom Practice. Journal of Early Childhood Teacher Education, 26, 23-36.
     Google Scholar
  14. Markova, M., Pit-Ten, C. I., Krolak-Schwerdt, S. & Glock, S. (2016). Preservice teachers’ attitudes toward inclusion and toward students with special educational needs from different ethnic backgrounds. The Journal of Experimental Education, 84(3), 554-578.
     Google Scholar
  15. MOE (2018). A New Teacher Education Curriculum to Ensure Quality Teaching And Learning
     Google Scholar
  16. Nketsia, W. & Saloviita, T. (2013). Pre-service teachers’ views on inclusive education in Ghana. Journal of Education for Teaching. International Research and Pedagogy, 39(4) DOI: 10.1080/02607476.2013.797291
     Google Scholar
  17. Ocloo, M. A. & Subbey, M. (2008). Perception of basic education school teachers towards inclusive education in the Hohoe District of Ghana. International Journal of Inclusive Education, 12, 5-6.
     Google Scholar
  18. Pearman, E. L., Huang, A. M. & Mellblom, C. I. (1997). The inclusion of all students: Concerns and incentives of educators. Education and Training in Mental Retardation and Developmental Disabilities, 33, 11-20.
     Google Scholar
  19. Saloviita, T. (2015). Measuring pre-service teachers’ attitudes towards inclusive education: Psychometric properties of the TAIS scale. Teaching and Teacher Education, 52 (November), 66-72. doi:10.1016/j.tate.2015.09.003
     Google Scholar
  20. Sharma, U., Forlin, C. & Loreman, T. (2008). Impact of training on pre‐service teachers’ attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society, 23(7), 773-785.
     Google Scholar
  21. Smith, M. K. & Smith, K. E. (2000). “I believe in inclusion, but...”: Regular education early childhood teachers’ perceptions of successful inclusion. Journal of Research in Childhood Education, 14(2), 161-180.
     Google Scholar
  22. Snyder, R. F. (1999). Inclusion: A qualitative study of in-service general education teachers’ attitudes and concerns. Education, 120(1), 173-180.
     Google Scholar
  23. Sokal, L. & Sharma, U. (2017). Do I really need a course to learn to teach students with disabilities? I’ve been doing it for years. Canadian Journal of Education/Revue canadienne de l'éducation, 40(4), 739-760.
     Google Scholar
  24. Subban, P. & Sharma, U. (2005). Understanding educator attitudes toward the implementation of inclusive education. Disability studies quarterly, 25(2).
     Google Scholar
  25. Symeonidou, S. & Phtiaka, H. (2009). Using teachers’ prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion. Teaching and Teacher Education, 25(4), 543-550.
     Google Scholar
  26. Symeonidou, S. & Phtiaka, H. (2009). Using teachers’ prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion. Teaching and Teacher Education, 25(4), 543-550.
     Google Scholar
  27. Todorovic, J., Stojiljkovic, S., Ristanic, S. & Djigic, G. (2011). Attitudes towards inclusive education and dimensions of teacher’s personality. Procedia-Social and Behavioral Sciences, 29, 426-432.
     Google Scholar
  28. Treder, D. W., Morse, W. C. & Ferron, J. M. (2000). The relationship between teacher effectiveness and teacher attitudes toward issues related to inclusion. Teacher Education and Special Education, 23(3), 202-210.
     Google Scholar
  29. UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs.
     Google Scholar
  30. Wiley, K. (1993). Teachers’ and students’ attitudes to integration. Australian Journal of Early Childhood, 18(2), 39-44.
     Google Scholar