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1、INTERNATIONALJOURNALOFWHOLESCHOOLINGVol3No1.2007EXAMININGTEACHERS’CONCERNSANDATTITUDESTOINCLUSIVEEDUCATIONINGHANAJosephAgbenyegaUniversityofGhanaThispaperreportsonastudythatexaminedteachers’concernsandattitudetowardinclusiveeducationofstudentswithdisabilitiesinGhana.A20it
2、emAttitudesTowardInclusioninAfricaScale(ATIAS)wascompletedby100teachersfromfive‘InclusiveProject’schoolsandfiveNon-Projectcoeducationalbasicschoolsinthreedifferentlocalities;centralbusiness,coastalandsuburbanareaswithintheGreaterAccrametropolis.Analysisoftheresponsesindic
3、atedfourfactors:BehaviouralIssues,StudentNeeds,ResourceIssuesandProfessionalCompetency.Interviewswerealsoconductedwithasmallsampleoftheteachersinordertoextendtheunderstandingoftheirattitudeandconcerns.Thepaperdrawsonthefindingstoproviderecommendationsforimprovingpracticei
4、ninclusivebasedclassrooms.IntroductionTheaimofthisstudywastocomparetwodifferentteachers’concernsandattitudetowardinclusiveeducationofstudentswithdisabilitiesinGhana.InclusiveEducationisaglobalagenda(Pijl,Meijer,&Hegarty,1997),however,itiscontextspecificintermsofmeaningand
5、practice.Generally,inclusionineducationmeans,“fullinclusionofchildrenwithdiverseabilitiesinallaspectsofschoolingthatotherchildrenareabletoaccessandenjoy”(Loreman,Deppeler&Harvey,2005,p.2).Allchildrencanlearnwhenteachingiseffectiveandmeetsindividualstrengthsandlearningneed
6、s(Ainscow,1999;Corbett,2001;Gale,2001;Lindsay,2003).Ghana’sconceptofinclusiveeducation,however,isalignedwithherFCUBEpolicy-increasingaccess,retentionandparticipationofallstudentsofschoolgoingageineducationandnotthemovementandprovisionofeducationtochildrenwithdisabilitiesi
7、nregularschools.Theemphasisisonchangingschoolcultureandorganisation,toprovidingresourcesandtobuildingcapacityinspecialandregularschoolstooffernewopportunitiestopupilswhomayhavepreviouslyorcontinuetoexperiencelearningdifficulties(GES,2004;Ocloo,Hayford,Agbeke,Gadagbui,Avok
8、e,Boison,2002).ThegovernmentofGhanasinceindependenceregardseducationasafundamentalhumanrightfora
