Investigating Inclusive Education in Primary Schools in Ghana: What Inclusive Cultures, Environment, and Practices Support Implementation?

Autor/inn/en	Opoku-Nkoom, Isaac; Ackah-Jnr, Francis R.
Titel	Investigating Inclusive Education in Primary Schools in Ghana: What Inclusive Cultures, Environment, and Practices Support Implementation?
Quelle	In: Support for Learning, 38 (2023) 1, S.17-36 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Opoku-Nkoom, Isaac) ORCID (Ackah-Jnr, Francis R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12435
Schlagwörter	Foreign Countries; Inclusion; Elementary Schools; Principals; Administrator Behavior; Teacher Behavior; Students with Disabilities; Teacher Attitudes; Family School Relationship; School Community Relationship; Educational Environment; Educational Facilities; Accessibility (for Disabled); Curriculum Development; Knowledge Level; Faculty Development; Ghana + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Elementary school; Grundschule; Volksschule; Principal; Schulleiter; Teacher behaviour; Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsstätte; Accessibility; Zugänglichkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Wissensbasis
Abstract	Schools create an inclusive environment and cultures and enact inclusive practices to cater for the learning and social needs of learners. Using an adapted Ghana Inclusive Education Monitoring Tool (IEMT), which is based on the Index for Inclusion, we collected data from 74 headteachers of primary schools. Data analysis involved percentages and frequencies of multiple-scaled items of the adapted IEMT. Findings revealed headteachers admit learners with special needs and disabilities (LwSEND) to set the stage for inclusion, while teachers accept these learners in schools. Collaborative cultures among teachers, parents, and other community stakeholders support inclusive education. While classrooms had somewhat good ventilation and lighting, school facilities were less accessible to all learners. Knowledge to adapt the curriculum and the flow of inclusive knowledge among teachers was limited. Suggestions to improve inclusive education include school-wide professional development for sharing inclusive knowledge, enhancing teachers' pedagogical competence and promoting supportive inclusive cultures. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01