Principals' and teachers' attitudes and knowledge of inclusive education as predictors of effective teaching practices in Ghana

Abstract

Surveys were carried out in Ghana into principals' and teachers' attitudes toward and knowledge of inclusive education. Data provided information on the influence of principals' and teachers' background variables on attitudes toward and knowledge of inclusive education. The sample of 128 educators (20 principals and 108 teachers) was drawn from 20 primary schools in two districts. Employing t-tests and Multiple Regression Analyses, the results showed that principals and teachers held relatively positive attitudes toward the inclusion of students with disabilities into regular classrooms, but had limited knowledge of inclusive education. Though background variables such as training, experience working with students with disabilities and class-size were found to be related to principal's and teacher's attitudes and knowledge of inclusive education, the background variables that were most predictive of their attitudes and knowledge were the presence of students with disabilities in the classroom and training in special education/inclusion. Implications for inclusion in Ghana and other countries with similar socio-cultural and educational systems are discussed.