International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VII, July 2022 | ISSN 2454–6186
Ali Yaaku Sumani Mohammed1, Seth Badu*2
1Department of Education, Tumu College of Education
PO Box 19, Tumu, Upper West Region
2Department of Early Childhood Education, University of Education, Winneba
PO Box 25, Winneba
Corresponding author
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.
Keywords: teachers’ perceptions, inclusive education, early childhood education, children with disabilities
I.INTRODUCTION
Globally, there has been a decisive move towards inclusive practice in education and an acceptable agreement on the key principles which was encompassed in the Salamanca Statement. Since 1994, the principles agreed on in Salamanca have been reinforced by many conventions (UNESCO, 1994). The declarations and recommendations in Europe which covers the United Nations Convention on the Rights of Persons with Disabilities (2006) had made it an explicit