Gyimah, Sugden, and Pearson (2009) aim to examine special education in Ghana. The study focuses on the impact students with SEN (special educational needs) and disabilities have on the teachers, as well as how the teachers themselves view inclusion as a whole. The study included a total of 540 trained and untrained teachers who were randomly selected from three of the ten districts in Ghana. This way, researchers would be able to determine how teachers would place students with SEN and disabilities. In order to make the study representative of the population of Ghana, the researchers selected teachers from a variety of regions. The educators that were chosen were provided with a questionnaire in order for the researchers to gain a better understanding on the teachers perspectives. The questionnaire did not consist of open-ended questions but rather focused on the teachers general background such as teaching experience, as well as their personal knowledge regarding SEN. Educators were also provided with a five point scale that needed to be completed based on ten categories in which they expressed their level of comfort teaching students with SEN and disabilities. The researchers later realized the inaccuracy of having categories as not all children fit the typical descriptions of difficulty. Based on the results of the questionnaire, the researchers concluded that teachers were respondent to accepting students with mild disabilities in their classrooms. When the child's SEN or disability was severe, educators were more reluctant towards inclusion and believe such children should be placed in a special school. Nonetheless, teachers in Ghana believe in the importance of inclusion and aim to push the government to re-design the curriculum around inclusive policies in order to gain support.
Are teachers in Ghana on the right path towards inclusion?