This involves qualified personnel (administrators), community involvement and support, and a political will from the government. It is also essential to acquire an understanding of the impact of these variables on practices of inclusion. 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). Responses of students were quoted verbatim. 20 students were also interviewed. Inclusive Education in Ghana: A Report for the Ghana Government, Ministry of Employment and Social Welfare, Accra. 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. Allport, G.W. inclusive education is an approach that looks into how to transform education systems and other learning environments in order to respond to the diversity of learners. Retrieved from http://cie.asu.edu/. Partial Inclusion 2. A meta-analytic test of intergroup contact theory. Ofori-Addo, L Worgbeyi, N. & Tay, K. (1999). Educational and Psychological Measurement, 55, 291-299. Allport (1954) stated that not all types of contact between diverse groups lead to acceptance of each other. The Journal of Social Issues, 54 (4), 795. Group interviews were undertaken with both groups. Highlighting the importance of these elements, Avramidis, et al. In Ghana, we have had about six initiatives/models of implementation of Inclusive Education. It could be inferred from teachers` responses that attitudes of teachers` to implement inclusion is related to the type of disability and severity. 108 teachers responded to questionnaire measures of attitude and ten were interviewed. There are challenges in the implementation of inclusive education in Ghana (Agbenyega & Deku 2011; Anthony, 2009; Kuyini & Desai, 2007, 2008). (1993). To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser. Results were discussed with respondents to enhance reliability. Of course, what teachers do in classrooms depends on their training, experiences, beliefs and attitudes as well as on the situation … 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 … And are teachers implementing inclusion in any meaningful way to foster academic and social inclusion? Format), Citation-(BibTeX Another teacher added; we can deal with a child having social problems not those with visual and hearing impairment. models of inclusive education: where do comunity based support programmes fit in? pp 142-148. Inclusive Education rolled-out throughout Ghana. Pettigrew (2011) sees the school as a socialisation system and teaching and learning as a socialisation process without which learning may be hampered. The lack of support from principals in the schools (Kuyini & Desai, 2006, 2009) draws attention to the type of attitudes these principals had toward the inclusion of students with special needs into regular schools. Citation-(RIS (2009). Teachers responded to both questionnaires and interviews while students responded to interviews only. (6th ed). Comparing the effects of educational placement on the social relationships of intermediate school students with severe disabilities. 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. Reducing explicit and implicit prejudice via direct and extended contact: The mediating role of self-disclosure and intergroup anxiety. Experience teaching students with disabilities, disabled students in the classroom and knowledge of special needs education were found to be affective of attitudes and knowledge and in teachers` implementation of inclusion. Baker, J. M., & Zigmond, N. (1990). Towards the development of inclusive education in one district of KwaZulu-Natal, South Africa. 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