The Intentions of Teachers towards Practicing Inclusive Education in Secondary Schools in Ghana: A Qualitative Study

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Abstract

It has been widely reported that as students with disabilities climb the academic ladder, it becomes more difficult to implement inclusive education for vulnerable students, such as those with disabilities. In the Ghanaian context, there are few studies on the intentions of teachers towards practicing inclusive education in secondary schools for students with disabilities. Using Ajzen’s theory of planned behaviour as a theoretical framework, the aim of this study was to develop a deeper insight into the intentions of teachers towards practicing inclusive education in secondary schools in Ghana. In this follow-up qualitative study, eight teachers, four males and four females, who had participated in the first phase of a larger study, were interviewed to develop a deeper insight into their views and to clarify the influence of the known variables on their intentions. The data were analysed thematically, and the results showed that effective supervision in private schools, parental contribution, motivation, gender roles, and level of teaching were critical to participating teachers’ intentions to include students with disabilities in their regular classes. The results indicate the need for policymakers to empower school leaders in public schools to promote the teaching of all students in one classroom.

Original languageEnglish
Pages (from-to)93-111
Number of pages19
JournalAfrica Education Review
Volume18
Issue number3-4
DOIs
Publication statusPublished - 2021

Keywords

  • Ghana
  • inclusive education
  • secondary schools
  • students with disabilities
  • theory of planned behaviour

ASJC Scopus subject areas

  • Education

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