Teachers’ Levels of Knowledge and Attitudes towards the Inclusion of Children with Special Educational Needs in Regular Classrooms
Teachers’ Levels of Knowledge and Attitudes towards the Inclusion of Children with Special Educational Needs in Regular Classrooms
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Date
2023-05-09
Authors
Sekyere, Owusu Frank
Aboagye, Osei Michael
Boateng, Philip
Kotor, Asare
Martin, Georgina
Ntoaduro, Afua
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Journal ISSN
Volume Title
Publisher
Africa Education Review
Abstract
Teachers’ attitudes and levels of knowledge about inclusion and teaching children
with special needs have become a sensitive issue over the past decades. The fact
that a majority of teachers demonstrate limited knowledge and understanding of
children with special educational needs (SEN), and thus have more negative
attitudes towards teaching these children in mainstream classrooms, may
significantly influence the quality of life and academic success of these children in
schools. This cross-sectional study explored the levels of knowledge of and attitudes
towards SEN among teachers in public basic schools in Ghana. Most participants
had limited knowledge and understanding of teaching children with SEN and
showed more negative attitudes towards children with SEN. There were
significantly different levels of knowledge and understanding of children with SEN
and attitudes towards children with SEN across baseline characteristics. The study
results enrich the existing knowledge base on inclusion and contribute significantly
to inclusive education policy development as well as indicating the potential for
changes in practices.
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Citation
Kotor, A., Sekyere, F. O., Martin, G., Boateng, P., Aboagye, M. O., & Ntoaduro, A. (2022). Teachers' Levels of Knowledge and Attitudes towards the Inclusion of Children with Special Educational Needs in Regular Classrooms. Africa Education Review, 19(1), 76-102.