Ghana Community-Based Rehabilitation (CBR): Participatory evaluation. In The International Journal on School Disaffection, 1 (1) 36-44. Principals’ and Teachers’ Attitudes and Knowledge of Inclusive Education as Predictors of Effective Teaching practices in Ghana. In Table 2 most teachers were having class-size of over 35 students in which at least there is one student with disability. Ntombela, S. (2003) the challenge of overage children in two South African primary schools. (1993). Avramidis, E., Bayliss, P. & Burden, R. (2000). Asked what it was to implement Inclusive Education in the regular classroom, three attitude factors were produced and reported by the teachers (Table 3). A teacher remarked: We are told what to do and if you don’t you face problems may be losing your job or at best transferred. Progress has also been made on access to secondary education. Social skills interventions for young children with disabilities. From these discussions there emerged a new concept of integration called inclusive education or inclusive schools. Vaughn, S., Hogan, A., Kouzekanani, K., & Shapiro, S. (1990). © Copyright 2020 European Agency for Special Needs and Inclusive Education All Rights Reserved | Terms of use. 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. & Sridhar, D. (2003). Ghana’s Journey Towards Inclusive Education By: Auberon Jeleel Odoom 11th February, 2016 •The population is approximately 27 Are regular education classes equipped to accommodate students with learning disabilities?. The Community-based Rehabilitation Programme in Ghana: In Examples of good practice in special needs education & community-based programmers. Anthony, J. Ad Notan Gyldendal Mastropieri, M. & Scruggs, T. (2000). The three studies found challenges in relation to teacher attitudes, knowledge and skills, as well as the schools’ organization of inclusive programs. Implementation of the Inclusive Educational Model in Schools 31 1. The narrative of the teacher had support from other teachers and the school principal. Supporting Allport’s (1954) theory, Amir and Sharan (1984, p. Access to Education for Students with Autism in Ghana: Implications for EFA. Intergroup friendships: Integrated and desegregated schools in Nothern Ireland. The Community-based Rehabilitation Programme in Ghana: In UNESCO, (1994) Examples of good practice in special needs education & community-based programmes. Pettigrew (2011) sees the school as a socialisation system and teaching and learning as a socialisation process without which learning may be hampered. 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). Negative attitudes of teachers were associated with large class-sizes and the presence of a student with disability in the classroom. 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. Promoting positive attitudes of kindergarten-age children toward people with disabilities. However, Allport (1954) concluded that there is no formula to establish successful contact. Retrieved from http://cie.asu.edu/. In the field of inclusive education this theory is without doubt of great importance. Anthony J. (1978). 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. Comparing the effects of educational placement on the social relationships of intermediate school students with severe disabilities. Menu Skip to content. 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. European Agency for special needs education & Community-based programmes not coping with school work the... Essential for positive interactions, it was found in the country ` s traditional beliefs and.. 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