Special educators’ intentions towards supporting practice of inclusive education for students with disabilities in secondary schools in Ghana

Abstract

Background: Although teacher training institutions have introduced courses in inclusive education to equip teachers with the necessary pedagogical skills to teach in diverse classrooms, it has been argued that the services of special educators are essential when it comes to teaching students with disabilities in regular classrooms. Unfortunately, there is scant literature on the views of special educators regarding the enactment of inclusive education in sub-Saharan African countries, such as Ghana.

Objective: In an effort towards promoting inclusive education in Ghana, there has been deployment of special educators across Ghana to supervise the implementation of inclusive education in schools. The purpose of this study was to explore the intentions of special educators towards supporting teachers to teach students with disabilities in secondary schools.

Method: Ajzen’s theory of planned behaviour guided the development of interview guide for data collection for this qualitative study. Twelve special educators were purposively selected and interviewed from five districts in Ghana.

Results: The participants expressed their unpreparedness to work in secondary schools because of multiple factors, such as their job description, resistance from teachers, and inadequate teaching and learning materials.

Conclusion: This study concludes on the need for policymakers to reconsider the deployment of special educators to cluster of schools or geographical areas in order to supervise the education of children with disabilities.