Inclusive Education or Special Education: Teachers Perceptions and Students` Feelings about Inclusion in Junior Secondary and Primary Schools in Ghana

Abstract

This paper explored teachers` perceptions of inclusion and the effects of special education on children’s feelings of inclusion in. The study further explored special needs children`s experiences of inclusion with regard to teachers’ competencies and quality to tackle the daily instructional practices in the class as well as the peers of special needs. Using a mixed research approach, 167 teachers, 121 primary students and 2 guardians from two geographical regions of Ghana completed a 16 –item questionnaire of perceptions and knowledge of inclusion while students performed a socio-metric task on six-point Likert-type scaleon factors affecting their inclusion and learning. Descriptive statistics and qualitative analysis procedures were used to analyse the data.The study found that the inclusion classes had a more positive effect on children's regular motivation and self-esteem. Additionally, the teacher attitude survey found the inclusion teachers more positive in their responses than the special education teachers. The research is consistent with other studies on the benefits of inclusion.  On the other hand this study also found lack of teachers preparedness/ engagement about inclusion and mixed feelings among children with special need of both inclusion and seclusion. Reasons for mixed results are both teacher and peer related. Considering the impact of peers on children with special needs is crucial to mitigate negative feelings. Implications for future research and teacher training are discussed.