Teachers conceptualization of inclusive education in ghana

Abstract

This study surveys teachers‘ conceptual knowledge of inclusive education in the Cape Coast Metropolis. Using purposive and simple random sampling methods, 132 teachers were selected to participate in the study. Results indicate that majority of teachers have conceptual knowledge in inclusive education. Teacher characteristics, such as gender, teaching experience and professional qualification were found to have no significant influence on teacher knowledge about inclusive education. It has been recommended that the curriculum in the pre-service teacher institutions must include courses in inclusive education and in-service training must be organized for teachers as well as service providers.