(Download) "Examining Teachers' Concerns and Attitudes to Inclusive Education in Ghana (Report)" by International Journal of Whole Schooling ~ Book PDF Kindle ePub Free
eBook details
- Title: Examining Teachers' Concerns and Attitudes to Inclusive Education in Ghana (Report)
- Author : International Journal of Whole Schooling
- Release Date : January 01, 2007
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 220 KB
Description
Introduction The aim of this study was to compare two different teachers' concerns and attitude toward inclusive education of students with disabilities in Ghana. Inclusive Education is a global agenda (Pijl, Meijer, & Hegarty, 1997), however, it is context specific in terms of meaning and practice. Generally, inclusion in education means, "full inclusion of children with diverse abilities in all aspects of schooling that other children are able to access and enjoy" (Loreman, Deppeler & Harvey, 2005, p. 2). All children can learn when teaching is effective and meets individual strengths and learning needs (Ainscow, 1999; Corbett, 2001; G ale, 2001; Lindsay, 2003). Ghana's concept of inclusive education, however, is aligned with her FCUBE policy increasing access, retention and participation of all students of school going age in education and not the movement and provision of education to children with disabilities in regular schools. The emphasis is on changing school culture and organisation, to providing resources and to building capacity in special and regular schools to offer new opportunities to pupils who may have previously or continue to experience learning difficulties (GES, 2004; Ocloo, Hayford, Agbeke, Gadagbui, Avoke, Boison, 2002).
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