Awareness of basic school heads in Agona Swedru towards the policy of inclusive education in the Ghana Education Service

Subbey, Michael

doi:10.1080/13603116.2018.1464067

Cited by 17 publications

(19 citation statements)

References 4 publications

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“…Clearly, school leaders and teachers could probably not create an environment conducive to the participation of all students (Mantey, 2017 ). School leaders and teachers cannot lead advocacy for the implementation of inclusive education because of the government's inability to provide schools with the funding and other resources needed to practise inclusivity (Subbey, 2020 ). Perhaps there is an absence of programmes aimed at creating awareness among students regarding acceptance and assisting with the learning needs of peers with ASD.…”

Section: Discussionmentioning

confidence: 99%

The Interaction Between Typically Developing Students and Peers With Autism Spectrum Disorder in Regular Schools in Ghana: An Exploration Using the Theory of Planned Behaviour

Opoku

Nketsia

et al. 2021

Front. Psychol.

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The purpose of this study is to assess the intention of typically developing peers towards learning in the classroom with students with Autism Spectrum Disorder (ASD). In developing countries, such as Ghana, the body of literature on the relationship between students with disabilities and typically developing peers has been sparsely studied. Using Ajzen's theory of planned behaviour as a theoretical framework for this study, 516 typically developing students completed four scales representing belief constructs, attitudes, subjective norms, and perceived behavioural controls (self-efficacy), hypothesised to predict behavioural intention. The data were subjected to a t-test, analysis of variance, and structural equation modelling. The modelling confirmed the combining ability of attitude, subjective norms, and perceived behavioural controls to predict intention. We conclude by revealing the need for policymakers to consider designing programmes aimed towards promoting social relationships between students with ASD and typically developing peers.

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Section: Discussionmentioning

confidence: 99%

The Interaction Between Typically Developing Students and Peers With Autism Spectrum Disorder in Regular Schools in Ghana: An Exploration Using the Theory of Planned Behaviour

Opoku

Nketsia

et al. 2021

Front. Psychol.

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“…Most children and young people with disabilities living in developing countries face inequalities in education and other opportunities. In Ghana, studies measuring the attitudes of non-disabled students towards peers with disabilities in inclusive education schools appear scarce as compared to teachers and parents' attitudes (Agbenyega, 2007;Alhassan, 2014;Amissah, Gadosey, Nyarko, & Agyemang, 2016;Amponteng, Opoku, Agyei-Okyere, Afriyie, & Tawiah, 2019;Chitiyo, Kumedzro, Hughes, & Ahmed, 2019;Subbey, 2020;Tamakloe, 2018). Asamoah, Ofori-Dua, Cudjoe, Abdullah, & Nyarko (2018) investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second-cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired.…”

Section: Literature Reviewmentioning

confidence: 99%

Attitudes of Non-Disabled Students Towards Their Peers With Disabilities in an Inclusive Setting in Ghana

Anku¹,

Dogbe

Mensah

2021

EJSE

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This study measured the attitudes of non-disabled students towards their peers with disabilities. A cross-sectional survey was employed for the study. The Chedoke-McMaster Attitudes Towards Children with “Handicaps” (CATCH) scale was used to collect data from n=119 respondents. Descriptive statistics analysis was employed in analysing the data. Results indicated that students without disabilities generally held neutral attitudes towards their peers with disabilities (M=2.12; SD=0.687) with no significant difference in gender, age, having a close friend or relative with a disability. Teachers in inclusive education schools were encouraged to measure the attitudes of students towards their peers with disabilities and other related variables. This would enable them to plan, design, develop, implement and evaluate effective interventions that would change non-disabled students’ negative and/or neutral attitudes, thereby ensuring the full social participation of students with disabilities in inclusive settings. Article visualizations:<img src="/-counters-/edu_01/0852/a.php" alt="Hit counter" />

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“…In Ghana, the government has embraced the implementation of inclusive education and taken steps toward this end (Republic of Ghana, 2015). However, while some efforts have been made to support the implementation of inclusive education in public schools, they have been unsuccessful (Anthony, 2011;Singal et al, 2015;Subbey, 2020;Opoku et al, 2021), and there has been even less focus on understanding teachers' preparedness to support the implementation of inclusive education. Thus, this study attempted to understand private school teachers' self-efficacy, which has been identified as an important attribute in directly or indirectly impacting inclusive teaching behaviours.…”

Section: Introductionmentioning

confidence: 99%

“…In this study, confidence, self-efficacy and efficacy are used interchangeably. Central to the implementation of inclusive education are qualified teachers who are expected to support students with disabilities in the classroom (Ainscow and Miles, 2009;Ainscow and Sandill, 2010;Sharma et al, 2013Sharma et al, , 2017Sharma et al, , 2019Ashman, 2015;Subbey, 2020). Unsurprisingly, most teacher training institutions have reformed their curriculum to incorporate content on inclusive education so as to expose preservice teachers to inclusive teaching pedagogies (Florian et al, 2010;Forlin and Chambers, 2011;Dessemontet et al, 2014;Ametepee and Anastasiou, 2015).…”

Section: Introductionmentioning

confidence: 99%

The self-efficacy of private school teachers toward the implementation of inclusive education in Ghana: A mixed-methods study

Opoku

Nketsia²,

Mohamed³

2022

Front. Educ.

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BackgroundAlthough efforts toward practicing inclusive education have stalled in countries such as Ghana, the available data have mainly centred on enacting inclusive education in public schools. With private schools being notable alternative service providers to public schools, understanding private school teachers’ perceived self-efficacy toward teaching students with disabilities in the classroom is essential.MethodTo develop insights into inclusive practices, a two-phase mixed-methods design was adopted for this study. In the first phase, 82 teachers from six private schools responded to the self-reported Teacher Efficacy for Inclusive Practice (TEIP) scale. In the second phase, there were 10 participants, including principals (n = 3), heads of department (n = 4) and teachers (n = 3). While the quantitative data were subjected to confirmatory factor analysis, t-tests, analysis of variance and linear regression, the qualitative data were analysed thematically using the components of the TEIP scale as a priori themes.ResultThe study confirmed the structural validity of the TEIP scale in measuring teachers’ self-efficacy and the correlations and covariances between efficacy in managing behaviour and performing instruction and collaboration. There was divergence between the quantitative and qualitative data and background variables, such as educational qualifications, pre-service training in inclusive education and participation in professional development, which provided additional insights into the teachers’ self-efficacy.ConclusionThe findings show that some private school teachers teach students with disabilities despite having no confidence in their capabilities. The study findings underscore the need to create more training opportunities for private school teachers to enhance their confidence in practicing inclusive education in schools.

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Awareness of basic school heads in Agona Swedru towards the policy of inclusive education in the Ghana Education Service

Cited by 17 publications

References 4 publications

The Interaction Between Typically Developing Students and Peers With Autism Spectrum Disorder in Regular Schools in Ghana: An Exploration Using the Theory of Planned Behaviour

The Interaction Between Typically Developing Students and Peers With Autism Spectrum Disorder in Regular Schools in Ghana: An Exploration Using the Theory of Planned Behaviour

Attitudes of Non-Disabled Students Towards Their Peers With Disabilities in an Inclusive Setting in Ghana

The self-efficacy of private school teachers toward the implementation of inclusive education in Ghana: A mixed-methods study

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