Teacher’s Perception Towards Inclusive Education in Tatale-Sanguli District

Abstract

Globally, inclusive education is widely recognized as a guiding principle with the overarching objective of delivering high-quality education, fairness, and impartiality to every student, with a particular focus on those who have traditionally faced exclusion from conventional educational systems due to factors such as disability, ethnicity, gender, or other defining attributes. This research focused on investigating teachers perceive about inclusive education in the Tatale-Sanguli District of Ghana, utilizing a quantitative approach with primary data collected through a structured questionnaire from a sample of 100 teachers from four (4) selected schools. Descriptive statistics were employed for data analysis. Results revealed that teachers exhibit a commendable level of awareness regarding inclusive education. Furthermore, teachers overwhelmingly maintain positive perspectives on the social advantages inherent in inclusive education. Nevertheless, a nuanced dichotomy arises, shedding light on concerns regarding its potential impact on both academic performance and the social development of other students. The study's recommendations emphasized that concerted efforts are needed to confront and surmount the multifaceted challenges, ensuring that inclusive education becomes an accessible and beneficial reality for all students, regardless of their abilities, across Ghana.