Understanding of inclusive education practices among parents in Ghana

Abstract

The significant contribution of parents towards education of children has been well explored in the literature. In effort towards practicing inclusive education, parents have been urged to work closely with teachers in order to sustain inclusive practices. In Ghana, the Inclusive Education Policy document has reiterated the need for diverse stakeholders, including parents, to be involved in implementation of inclusive education. However, not much has been done to assess the perceptions of parents regarding inclusive education practices in schools. We adapted Parent Attitude Towards Inclusive Education survey questionnaire to examine attitude, knowledge and social norm influencing inclusive practices among parents. We used Ajzen's theory of planned behaviour (TPB) as framework to assess the perceptions of 411 parents, selected from two regions in Ghana. We calculated means, t‐test, analysis of variance, correlation and regression to understand variables which will impact on perception of parents. Although there was relationship between the three TPB variables of attitudes, knowledge and social norms, parents indicated low knowledge about inclusive practices. Also, there was no significant difference between parents of children with disabilities and those with typical developing children. Limitations, recommendation for future study and educating parents about inclusive practices are discussed extensively.

A Review of Indonesian Inclusive Education Research in Elementary School : From 2015-2022

“…Many factors influence parents' perceptions of inclusive education, including their experiences which can be positive and negative (Magumise & Sefotho, 2020). The factor of women (mothers) being the most influential in serving children with disabilities and usually bear the burden of meeting the burden of Health and Education for children (Brydges & Mkandawire, 2020); parents strongly support inclusive education but should be separated from other children, because inclusive children in inclusive education require technical (Narumanchi & Bhargava, 2011); different things about parents' perceptions are not supported by the competence and knowledge of parents themselves about inclusive education, there is no difference between parents with disabilities and developing children (Amponteng et al, 2019). In Indonesia, the perception of parents about inclusive education is divided, 74% of parents agree with the implementation of inclusive education in primary schools and 26% do not agree, this finding is motivated by the belief of parents that the condition of the child is not a reason to differentiate but has the same rights in the field of education.…”

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

“…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.…”