Perceptions of Teachers Towards Inclusive Education: The Case of Early Childhood Centres in Sissala East District

Ali Yaaku Sumani Mohammed and Seth Badu
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Ali Yaaku Sumani Mohammed: Department of Education, Tumu College of Education, PO Box 19, Tumu, Upper West Region
Seth Badu: Department of Early Childhood Education, University of Education, Winneba, PO Box 25, Winneba

International Journal of Research and Innovation in Social Science, 2022, vol. 6, issue 7, 94-101

Abstract: The study investigated teacher perception towards inclusive education in Early Childhood Centres in Sissala East District in Upper West Region, Ghana. The study adopted a sequential explanatory mixed-methods design. A sample of 150 teachers in the Early Childhood Education centres were selected using census and homogeneous sampling techniques. Questionnaires and interviews were used for data collection. Descriptive statistics were used to analyse the quantitative data while qualitative data were analysed in themes. The study found that: most early childhood teachers in the Sissala East District had a positive perception of inclusive education. It was also evident that most early childhood teachers in the Sissala East District believe that factors such as lack of teacher training; insufficient resources; limited administrative support; teachers’ attitudes; large class sizes and poor building infrastructure influence their perception of inclusive education. The study concluded that teachers in early childhood centres within the Sissala East District have a positive view of inclusive education. However, variables such as a lack of teacher training, insufficient resources, limited administrative support, teachers’ attitudes, large class numbers, and inadequate building infrastructure impact their perspective of inclusive education. Based on the key findings, the study recommended that teachers in early childhood centres in Sissala East District should be motivated by early childhood coordinators and headteachers to have positive perceptions of inclusive education. Again, the ministry of education should offer enough and consistent teacher support services, such as teaching assistants, and continuous professional development programmes to improve the efficacy of inclusion and minimise teacher stress.

Date: 2022
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