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The study reported in this paper is the examination of teachers' experiences of the implementation of Inclusive Education in two districts in Ghana, Bole in the north and New Juabeng in the south in ten primary and junior secondary schools. Using the framework of Ntombela (2009, 2011) and Torombe (2013) this article replicates their study in new setting -Ghana.Employing both quantitative and qualitative data analyses procedures, the study found that teachers had limited, varied and often distorted understandings of the inclusive policy and the innovation. These understandings suggested that instead of the paradigm shift warranted by the new policy, most of the teachers still relied heavily on the old deficit, medical model of educating learners with special educational needs. The study concludes that, to be successful, the policy initiation process needs to become clear and more inclusive to enable stakeholders to embrace the agenda and to understand its purpose. Further, a new policy will not be able to challenge and change the culture and practice in schools unless teachers are well trained and the necessity of appropriate allocation and use of resources put in place.

In this study we surveyed 98 migrant or minority students in the Oslo and Follo areas of Norway about their experiences of school. We also surveyed 50 teachers who were teaching in those schools about their background information and teaching practices and how that might impact on student learning. We then followed 32 of the 98 students 3 years later to find out what these students felt about the role of the school and teachers in supporting their learning and its contribution to their success or non-success in school. There were differences in the perceptions of those young people who finished high school and those who dropped out of school after the initial survey, who felt that schools were not very supportive.

Studies have revealed that teachers` attitudes toward students with disabilities are different, and these various differences/reasons are dependent on schools` practices of inclusion. The purpose of this study was to examine teachers` attitudes in implementing Inclusive Education in primary and junior high secondary schools in two districts in Ghana (Bole and New Juaben). Interviews were conducted and two classroom observations were undertaken in selected primary and junior secondary schools. 108 teachers responded to questionnaire measures of attitude and ten were interviewed. 20 students were also interviewed. The data was analysed qualitatively and results tabulated with percentages. Results were discussed with respondents to enhance reliability. Based on the theoretical framework used in the study, the results showed differences of teachers` attitudes depending on the type of students` disabilities and disability severity. Negative attitudes of teachers were associated with large class-sizes and the presence of a student with disability in the classroom. A large scale study is required to identify other possible factors or predictors of attitude. It is recommended by this study that awareness-raising about disability is a good step towards an equal position of students with disabilities in the schools in particular and people with disabilities in the society in general. Changes at policy level and support facilities for special needs students as an explicit concern are needed to achieve this equalization.

This study was conducted with 48 adult immigrant students studying Norwegian under basic education program of the Ski Municipality Adult Education Unit between 2009-2011. Using the framework of Genc and Bada (2005), we tried to replicate their study in new setting -Norway. The study investigated migrant students' perceptions learning Norwegian culture and its effects on their learning of the Norwegian language. The participants responded to a set of questionnaire and one open-ended question adapted from Bada (2000) and Genc and Bada (2005). Descriptive statistics and qualitative analysis procedures were used to analyse the data. The results showed that teaching culture to immigrant students raised their cultural awareness of their own and the Norwegian society. It also improved both their language skills and attitudes to the Norwegian culture. The study revealed some similarity between the students' views and the theoretical benefits of a culture class as argued by some experts in the field. The results provide some further evidence of the benefits of learning cultural content as an integral part of learning a new language.