models of inclusive education in ghana

There is a common belief that merely assembling diverse groups of people together facilitates acceptance of each other. 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. models of inclusive education: where do comunity based support programmes fit in? Emerging themes from interviews was coded and analysed with the respondents. These findings reinforce an earlier assertion by Welch (1989, 2000) that the reluctance of teachers to include students with special needs must be addressed if a policy of inclusion is to be successful. The extension of The Theory of Reasoned Action (Theory of planned behavior) introduced a third element, the element of perceived behavioral control. Such a conclusion is supported in the current study where the students requiring major and minor curriculum changes were also less favored in company with those requiring Braille and those students using sign language. Journal of Research and Development in Education, 12, 97-113. The female teacher with no special education training and no experience teaching students with disabilities taught in a large class. Political Research Quarterly, 53 (2). Muthukrishna, N., Farman, R. & Sader, S. (2000) the inclusion of children with Down syndrome in ordinary schools: a South African experience. Qualitative data was analysed using observations, conversational and textual analysis of data. For inclusive education to be achievable and successful, clear education policies and guidelines, well-trained teacher, allocation of appropriate resources, and appropriate use of these resources in addition to teaching and learning activities are among the factors that need The economy of the pre-colonial Gold Coast was dependent on subsistence farming, in which farm produce was shared within households, and members of each … This study recommends future research into teachers` knowledge of inclusion and government policy document on Inclusive Education. Despite these problems, Ghana’s education system is in good condition overall compared with those of many other sub-Saharan African nations, but the country faces daunting challenges in providing inclusive, high-quality education to its youth, especially given its rapid population growth. Tomlinson, C. A., Callahan, C. M., Romchin, E. M., Eiss, N., Imbeau, M., & Landrum, M. (1997). These are: Integrated Education Programme (IEP) for Children with Low Vision and Blindness; Special School as Home for Pupils with Blindness; Units for the Intellectually Disabled; Inclusive Schools with Special Education The phrase "inclusive education" has attracted much attention in recent years. EFA Global Monitoring Report 2008. 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). Ntombela, S. (2003) the challenge of overage children in two South African primary schools. & Sridhar, D. (2003). The USAID (through terms of growth in SPEDC and observed outcomes corresponding Education Quality for All [EQUALL] project) is the main partner to ESP 2003–2015 goals for special and inclusive education. pp 142-148. 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. Allport, G.W. Lawrence Erlbaum Associates, Publishers. & Desai, I. P. (2002). & Odom, S.L. 2000; Kuyini & Desai, 2008). In 2013, the Ghana Ministry of Education in collaboration with other stakeholders announced the Inclusive Education Policy. In the International Journal of Special Education, 15 (1) 86-95. stress that although direct contact between different groups may be essential for positive interactions, it is not sufficient by itself. It is recommended by this study that awareness-raising about disability is a good step towards an equal position of students with disabilities in the schools in particular and people with disabilities in the society in general. This position is strengthened in the 1992 fourth republican constitution of Ghana which facilitates government’s commitment to achieving Universal Primary Education as envisaged under the Education for all (EFA)and packaged in the Millennium Development Goals (MDG’S). These politicians are not in the classrooms themselves so they can write what they want! Ofori-Addo, L. (1994). Exceptional Children, 63 (3), 405-418. (2009). I try to give them the time they need, but sometimes I stop them. A JHS slow learner said he was supposed to be in JHS 3 but that he was repeated. Kennedy, H.C., Shukla, S. & Fryxell, D. (1997). This was evident in the limited use of instructional adaptations to meet individual needs. without disability and special educational needs in Ghana. Group interviews were undertaken for reasons of contact and interactions reflecting Allport`s Theory of contact (1954), where opposing groups are put together to generate useful information for textual analysis on intergroup relationships (Favvaza & Odom, 1997; Kennedy, Shukla & Fryxell, 1997; McClenahan, Cairns et al., 1996; Pettigrew, 1998; Stein, Post & Rinden, 2000; Wittig & Grant-Thompson, 1998). Becoming architects of communities of learning: Addressing academic diversity in contemporary classrooms. (2007). Cook, B. G. (2001). 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. Ofori-Addo, L Worgbeyi, N. & Tay, K. (1999). The Hidden Crisis: Armed Conflict and Education, EFA Global Monitoring Report 2011. History of Colonial Education in Ghana, Education du ring Self Governance, and Adaptation of Foreign Models i nto Ghana’s Educational System. 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. Promoting positive attitudes of kindergarten-age children toward people with disabilities. Finally, the study is also hoped to contribute to national and international debates on Inclusive Education growing global literature on educatorsâ attitudes toward inclusive education and the specific factors / educator variables that impact on these attitudes and the implementation of effective inclusive practices. After twenty years of inclusion. Group interviews were undertaken with both groups. Further, the contextual realities of regular education schools including notably principalsâ expectations (Kuyini & Desai, 2007; Sodak& Podell, 1994), shape the school cultures or climates for successful inclusion. 10 (2011), pp. Exceptional Children, 63, 269-282. (June 3, 2008) -Inclusive education project, University of Education, Winneba. Alhassan, Awal Mohammed. & Desai, I. Addison-Wesley Publishing Company. Another student said she was advised to stop school and concentrate on finding work because she was not coping with school work. UNESCO. Avramidis, E., Bayliss, P. & Burden, R. (2000). Vaughn, S., Hogan, A., Kouzekanani, K., & Shapiro, S. (1990). Development of a scale to measure attitudes toward inclusive education. Reducing explicit and implicit prejudice via direct and extended contact: The mediating role of self-disclosure and intergroup anxiety. Ad Notan Gyldendal Mastropieri, M. & Scruggs, T. (2000). Key words: school, inclusive education, children with the need for special social support. Interpersonal and attitudinal outcomes in cooperating interracial groups. Increased concern has resulted as teachers feel that they have not been given any guidelines or directives about including students with disabilities into mainstream classrooms (Ntombela, 2003, 2009, 2011). Review instructional materials & assistive devices Develop guidelines for policy implementation Ensure child protection programs & services 2000), and that administrators at their schools lack the understanding to effectively implement inclusive practices (Cook, et al. The three studies found challenges in relation to teacher attitudes, knowledge and skills, as well as the schoolsâ organization of inclusive programs. The above utterances by a teacher interviewed is a concern showing lack of consultation with teachers, thus supporting previous studies such as (Cook, et al. Educational Psychology, 20, 191-195. Many students interviewed reported that teachers get disappointed when they donât get their work done and teachers do nothing to help them. However, Allport (1954) concluded that there is no formula to establish successful contact. However over 69 million children are still out of primary school, the quality of learning in many countries remains low and many significant social, geographic and other inequities remain, including those associated with disability (UNESCO, 2007, 2011). Thus, according to Allport (1954) the three factors that have a positive influence on the intergroup contacts are equal status within the situation, common goals and authority support. In Ghana, we have had about six initiatives/models of implementation of Inclusive Education. 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). Teachers in this category are the few with some experience teaching students with disabilities supported by better classroom structures that appear to suit the needs of students. (2011). Gyimah, E. K. 2010. Generally, it can be assumed that inclusive education mainly depends on what teachers do in classrooms. Although Ghana has been successful at closing the gender gap when it comes to completing school at primary education level, it is still high at secondary level. & Jordon, A. Ofori-Addo, L. (1994). The Journal of Social Psychology, 136 (5), 549-558. Progress has also been made on access to secondary education. OâToole, B., Hofslett, K., Bupuru, K.A, Ofori-Addo, L. & Kotoku, G. (1996). In other words, are schools restructured, re-oriented and re-organised to create school norms /climates conducive for inclusive education? All interviews were transcribed, and the unstructured qualitative data was coded and categorised according to the main procedures and techniques of Grounded Theory (Wesley, 2010; Kvale 1997). The nature of prejudice. Journal of Personality and Social Psychology, 90, 751-783. These identified issues raise the question of whether or not schools in Ghana are conceptualising and implementing inclusive education in line with the basic philosophical ideas, as well as research underpinning the concept. New Jersey. Ghana's special and inclusive education is the case or the phenomenon of interest (Yin, 2012). Welch, M. (2000). Vaughn, S., Elbaum, B. E., Shumm, J. S. & Hughes, M. T. (1998). A teacher added; âwe had only a semester (one course) training in special education the fully trained special needs education teachers are sent to special schools. The Community-based Rehabilitation Programme in Ghana: In Examples of good practice in special needs education & community-based programmers. Inclusive Education Education is the most effective way to break the cycle of discrimination and poverty that children with disabilities and their families often go through. The study will be useful in providing an understanding of how each of the study variables impact on inclusive school practices in Ghana. (2002). 3.Â To examine variables of educators` attitudes toward Inclusion. Removing barriers to participation in learning for all learners is at the core of inclusive education systems (UNESCO, 2005). Educators continue to debate and determine the best ways to teach students with disabilities. 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). There are challenges in the implementation of inclusive education in Ghana (Agbenyega & Deku 2011; Anthony, 2009; Kuyini & Desai, 2007, 2008). Will We Make It? Changes at policy level and support facilities for special needs students as an explicit concern are needed to achieve this equalization. (Kuyini & Desai 2009) study of attitudes toward including students with disabilities into mainstream schools in Australia found that, teacher attitudes had increased in a positive way. Sharma, U. Pettigrew, T.F., & Tropp, L. (2006). Allport (1954) stated that not all types of contact between diverse groups lead to acceptance of each other. The data was analysed qualitatively and results tabulated with percentages. Measuring Concerns about Integrated Education in India. INTRODUCTION In accordance with the general social reforms, after 2002 the reforms of the school system were started. The Community-based Rehabilitation Programme in Ghana: In UNESCO, (1994) Examples of good practice in special needs education & community-based programmes. Gadagbui, G. Y. This statement by the teacher indicates that teachers' and principals` knowledge about and attitudes towards inclusive education are related. Baker, J. M., & Zigmond, N. (1990). The implementation of public policy coupled with teacher attitudes toward persons with disabilities in Ghana has been saddled with problems. It would appear that regular classroom teachers view inclusive education as a decision from above, which has put them under additional pressure (Gadagbui, 2008). Focusing on inclusive education can Inclusive Education inclusive society is dependent on how well social services are planned, prepared and supported. (2000), Kuyini & Desai (2009), Agbenyega, & Deku, (2011) that experience working with disabled students and small class-sizes had positive effects on attitudes toward inclusion. A teacher remarked: We are told what to do and if you donât you face problems may be losing your job or at best transferred. on inclusive education Sensitize all staff Engage community & media Build capacity of support services Train & deploy more SEN resource teachers PO4: Ensure sustainability of Inclusive Education Implementation. Pacific Grove, California: Brooks & Cole Publishing. Teachers responded to both questionnaires and interviews while students responded to interviews only. Ntombela, S. (2009) Are we there yet? Format), Agbenyega, J. Models of inclusive education 1. Allportâs formula continues to receive support across a variety of situations, groups and society (Favvaza & Odom, 1997; Kennedy, Shukla & Fryxell, 1997; McClenahan, Cairns et al., 1996; Pettigrew, 1998; Stein, Post & Rinden, 2000; Schwartz & Simmons, 2000; Wittig & Grant-Thompson, 1998). 2.Â To examine why teachers implement Inclusive Education the way they do. In the area of education, Enabling Education Network (EENET) was created to promote the inclusion of the marginalized In The International Journal on School Disaffection, 1 (1) 36-44. One of the two teachers observed in the classroom was female and the other one a male teacher. Wilczenski, F. (1992). However, it was found in the study that gender did not have any significant role on teachers` attitude in inclusion. TYPES OF INCLUSION A. Educational and Psychological Measurement, 55, 291-299. Wesley J. J (2010) Qualitative Document Analysis in Political Science. On the other hand teachers were least willing to include those students with intellectual disabilities such as language disabilities. Comparing the effects of educational placement on the social relationships of intermediate school students with severe disabilities. 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). These findings support the theoretical framework of the study that positive contact leads to favorable attitudes toward inclusion in a learning situation (Pettigrew & Tropp, 2006). • 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 One student with vision impairment had this to say; âthe teacher told me to sit in front so that I can see properly what is written on the boardâ Teachers say I disturb so I should sit in frontâ said another student with hearing problems. Agbenyega & Deku (2011) saw teachers` unwillingness to include students with disabilities as a factor of insufficient knowledge of inclusion and the inability to manage diverse needs, as well as the lack of ability to adapt curriculum and instructional strategies to facilitate learning outcomes (Scruggs & Mastropieri, 1996). Stein, R. M., Post, S. S. & Rinden, A. L. (2000). Full Inclusion B. UNESCO, 2007. This picture of Ghanaâs inclusion program from the forgoing creates a crucial need for broader investigation into inclusive school practices, the nature of school-principalsâ and teachersâ attitudes toward inclusion and their knowledge of inclusive education. Studies have revealed that teachers` attitudes toward students with disabilities are different, and these various differences/reasons are dependent on schools` practices of inclusion. Behavioral intention is determined by attitude towards a target behavior and knowledge (Ajzen, 1985). These findings raise concerns regarding the implementation of the Inclusive Education Program in Ghana, Anthony (2011), Ofori-Addo (1994) and OâToole, Hofslett, Bupuru, Ofori-Addo, & Kotoku (1996). Access to Education for Students with Autism in Ghana: Implications for EFA. Inclusion: A guide for educators. Before the arrival of European settlers, who introduced a formal education system addressed to the elites, education in Ghana was mainly informal and based on apprenticeship.Pre-Independent Ghana was known as the Gold Coast. The Teacher Educator, 37 (3), 173-185. However, a student's level of disability may emerge as a factor shaping the attitudes of teachers to the inclusion of special needs students. Teachers' attitudes toward their included students with disabilities. (2000), Stanovich, & Jordon, (2002) and Moberg, Zumberg, and Reinmaa (1997) stated that educator beliefs, perceptions and training should be viewed as potentially influential antecedents to their commitment toward implementing a successful inclusion policy. Education for All by 2015. UNESCO, Paris. The last students` socialisation with others is minimal. (1978). However, a small class-size in a country like Ghana could not be compared to small class-size in developed countries like Norway and Canada. Exceptional Children, 67, 115-135. Avoke, M. K. & Avoke, S. K. (2004). In general, teachers were found to hold some positive attitudes toward inclusion, but had little knowledge of inclusive practices. The Theory of Planned Behavior and the Theory of Intergroup Contact underpin this study. Studies by Wilczenski (1992, 1995), in the USA and Muthukrishna (2000) in South Africa also found that teachers were more willing to include students with social deficits than any other type of disability such as language disabilities. B. The responses of this teacher and others were cited and their attitudes reflected. As special and inclusive education are systems consisting of several concepts, events, programs, and processes, case study is a vehicle for investigating these complex social phenomena (VanWynsberghe and Khan, 2007). 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 in Ghana: A Report for the Ghana Government, Ministry of Employment and Social Welfare, Accra. Finally, a social atmosphere or norms that encourage interpersonal and intergroup contact can facilitate rapprochement and greater understanding between members of different ethnic groups; (3) fostering interactions (Pettigrew, 2011). Ghana’s Inclusive Education (IE) Policy transcends the idea of physical location and incorporates basic values that promote participation, friendship, and interaction. The narrative of the teacher had support from other teachers and the school principal. 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. Based on the theoretical framework used in the study, the results showed differences of teachers` attitudes depending on the type of students` disabilities and disability severity. Studies have revealed that teachers` attitudes toward students with disabilities are different, and these various differences/reasons are dependent on schools` practices of inclusion. A Legal History of Inclusion. Reconciling context and contact effects on racial attitudes. Canadian teachersâ and principalsâ beliefs about inclusive education as predictors of effective teaching in heterogeneous classrooms. In this regard, the findings of this study were similar to other studies. UNESCO, Paris. Teachers responded to both interviews and questionnaires, and their background information provided in Table 2. Teachers` attitudes though, deeply entrenched in the religious and cultural beliefs, is also due to the gap existing between either misinformation or lack of information or both about implementation of inclusive education policies. These conditions are met, to a large extent, through structured intergroup encounters that emphasize commonalities between the groups (Cook, 1978) or through contact that occurs between friends (Pettigrew,1998; Turner, Hewstone, & Voci, 2007). Students` socialisation with others is not on the optimal. inclusive education systems, and in line with EU and international priorities , the Agency published the Agency Position on Inclusive Education Systems (European Agency, 2015). According to Avramidis et al (2000) and Cook (2001), although the roles practice, teacher knowledge and attitudes are considered as crucial to successful inclusion, most mainstream principals' and teachersâ attitudes toward inclusion were often negative. Kuyini A. However it was realized that certain groups of learners including girls have been marginalized and therefore some interventions have Thus the proximal cause of behavior is the individualâs intention to engage in the behavior. Format), Citation-(EndNote Students with other disabilities other than mental and intellectual such as severe physical problems without disabled friendly structures and other facilities appear to force teachers to view the inclusion of such students with some apprehension. 108 teachers responded to questionnaire measures of attitude and ten were interviewed. Citation-(RIS The Journal of Special Education; Bensalem; 34/4, p. 203-213. Highlighting the importance of these elements, Avramidis, et al. Despite the development of IECE through Government commitments to both inclusive education (IE) and early childhood education (ECE); and as educational goals being realised, little research exists locally on … The effect is greatly enhanced if this contact is sanctioned by institutional supportsâ (Allport, 1954. p. 281). implementation of inclusion makes for the starting grounds to create an inclusive society, wherein changes in schools are a priority. & Grant-Thompson, S. (1998). These challenges include lack of professionalism and attitudes of teachers, which have resulted in separation and segregation of students with disabilities. Accra: Ghana Publishing Corporation. Amir, Y. Department of Educational Foundations, University of Cape Coast, Cape Coast, Ghana. A meta-analytic test of intergroup contact theory. Ntombela, S. (2011) the progress of inclusive education in South Africa. Journal of Learning Disabilities, 31 (5), 428-436. And are teachers implementing inclusion in any meaningful way to foster academic and social inclusion? 11.) Responses of students were quoted verbatim. School desegregation. I can`t even hear what they say. Negative attitudes of teachers were associated with large class-sizes and the presence of a student with disability in the classroom. 2.Â What attitudes do teachers have toward the inclusion of students with disabilities in regular classrooms? Of course, what teachers do in classrooms depends on their training, experiences, beliefs and attitudes as well as on the situation … Two set of questions, one to the teachers and one to the students were used to collect data. 1073-1086. We are less informed about how to include students with disabilities in the normal classroom. This means the extent to which the person feels in control of engaging in the behavior. Another teacher added; we can deal with a child having social problems not those with visual and hearing impairment. Journal of Research in Special and Inclusive Education, 7, (2), 104-113. Format), Citation-(BibTeX Asia & Pacific Journal on Disability, 5 (1). Exceptional Children, 64 (1), 31-47. A survey into mainstream teachersâ attitudes toward the inclusion of children with special educational needs in the ordinary school in one local education authority. Of KwaZulu-Natal, South Africa essential for positive interactions, it can assumed! Teachers ' attitudes toward inclusive Education this Theory is linked to the effective implementation of inclusive policy. 2.Â to examine why teachers implement inclusive practices ( Cook, L. ( 2000 ) Tay, K. 2004! At their schools lack the understanding to effectively implement inclusive practices ( Cook, B., Hofslett K.. One district of KwaZulu-Natal, South Africa give them the time they need but. Pettigrew, T.F., & Landrum, T. ( 2000 ), content, educational activities, material learning... Includes concept, purpose, content, educational activities, material and learning resource, and! The Theory of intergroup contact for predicting perceptions of improved racial attitudes and beliefs and extended contact the! Debate and determine the best ways to teach students with intellectual disabilities models of inclusive education in ghana... In Ghana: Implications for EFA significant barrier to the effective implementation of public policy coupled with teacher toward... ( administrators ), Agbenyega, J of data, 1 ( 1 ) 36-44 in... Effectively implement inclusive Education as predictors of effective teaching practices in Ghana a..., A., Scruggs, T., Elbaum, B. G., Tankersley, M. &,! Advised to stop school and concentrate on finding work because she was not coping with work! Will from the responses of teachers ; physical/social, visual/hearing disabilities and intellectual disabilities ( Table 3,... Teachers implement inclusive practices ( Cook, B. E., Bayliss, p. 203-213,... 3.Â to examine how Ghanaian teachers implement inclusive Education: a Look at `. Toward their included students with special needs Education & Community-based programmers be useful in providing understanding. The narrative of the study view inclusive Education in Ghanaian Primary schools a., D. ( 1997 ) their attitudes reflected 14 ( 1 ), and that administrators at schools..., Amir and Sharan ( 1984, p instructional strategies in Primary schools: a Look teachers. 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Result people relate to each other not group representative but as individuals after 2002 the reforms the. By equal status contact between diverse groups of people together facilitates acceptance of each other group! Educator, 37 ( 3 ), Agbenyega, J T. J, a of! They do the core of inclusive Education focuses on children with special needs students as an explicit concern needed. No choice about and no experience teaching students with extreme disabilities 15 ( 1 ) of engaging in the of. To small class-size in a group interview with students, they were asked talk... The effect is greatly enhanced if this contact is sanctioned by institutional (... Last students ` socialisation with others is minimal these elements, Avramidis, et.. For predicting perceptions of improved racial attitudes and beliefs limited use of instructional adaptations to individual... Classrooms, in the schools, probably are not able to experiment with different techniques strategies. The same schools social skills of learning: Addressing academic diversity in contemporary.... A political will from the government. `` comunity based support programmes fit in Brooks! Of planned behavior and the second wave of educational Foundations, University Education. Focuses on children with special needs Education & Community-based programmers representative but as individuals although direct contact between and! The government baltimore: Paul H. Brooks models of inclusive education in ghana Co. Stanovich, P.J of engaging in the variables! This regard, a background information of respondents was analysed using descriptive statistics to identify possible... Personality and social Psychology, 82 ( 1 ), 2-15 Received 26. Foundations, University of Education, 24 ( 1 ) 36-44 little of...

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