American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2019, 7(3), 269-278
DOI: 10.12691/education-7-3-12
Open AccessArticle

Effects of Teachers’ Attitude on Collaboration with Stakeholders towards the Practice of Inclusive Education in Akatsi District of Ghana

Ambrose Agbetorwoka1, Christopher Yao Dewodo2, and Michael Yawo Tsyawo1

1Akatsi College of Education, Akatsi, Volta Region, Ghana

2St. Francis College of Education, Hohoe, Volta Region Ghana

Pub. Date: March 29, 2019

Cite this paper:
Ambrose Agbetorwoka, Christopher Yao Dewodo and Michael Yawo Tsyawo. Effects of Teachers’ Attitude on Collaboration with Stakeholders towards the Practice of Inclusive Education in Akatsi District of Ghana. American Journal of Educational Research. 2019; 7(3):269-278. doi: 10.12691/education-7-3-12

Abstract

The objective of the study was to determine the effects of teachers’ attitude on inclusive practice in the Volta Region. It was mixed research guided by descriptive survey design. Proportional and the simple random sampling procedures were used to select 20 teachers from four inclusive schools. Views of the participants were solicited using a semi-structured interview guide. Data were analysed using thematic approach. It was observed that, the practice and the success of inclusive education largely depended on teachers’ positive attitude. Where teachers were positive in their collaboration with stakeholders there has been increased students home-school communication, effective follow-up services, improved prescription and the use of drugs, parental monitoring and supervision, early identification of disability, improved children’s information on health problems, condition and diseases to teachers by parents. However negative teacher attitudes promote indiscipline, low academic performance and low rate of giving health talks to students. It is recommended that teachers should work hand in hand with all stakeholders for comprehensive and effective school management systems to promote successful inclusive education.

Keywords:
stakeholder disability psychiatrist multi-agency SEN

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  UNESCO (1994).The Salamanca statement and framework for action on special needs education. Paris: Unesco.
 
[2]  CSIE (2003).Working towards inclusive education. Retrieved on 20th December, 2013 http://inclusion.uwe.ac.uk/csie/csiefaqs.htm.
 
[3]  UNESCO (2000).Education: Inclusive education. Retrieved 25th June, 2013 from http://portal.unesco.org/education
 
[4]  Gwynne, O., Liliana J, & Roberto J. (2000).Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors.Journal of School Psychology38 (6), 501-523.
 
[5]  McNeal, R. B. Jr. (2001). Differential effects of parental involvement on cognitive and behavioural outcomes by socioeconomic status.The Journal of Socio-Economics, 30(2), 171-180.
 
[6]  Wright, T. (2009). Parent and teacher perceptions of effective parental involvement. Retrieved 20/12/2013 from http://digitalcommons.
 
[7]  Jeynes, W. H. (2005). A meta-analysis of the relation of parent involvement to urban elementary school student academic achievement. Urban Education.
 
[8]  Mabeba, M. Z., & Prinsloo, E. (2000). Perceptions of discipline and ensuring problems in secondary education.South African Journal of Education, 2(1), 34-41.
 
[9]  Themane, M. J. (1989). Thirty years of black education (1953-1983) with special emphasis on aims. Dissertation: (A Historical Educational Appraisal). Limpopo Province: University of the North Press.
 
[10]  Kotwi, J. G. A., Agyemang, R. O., Agyemang-Duah, P. & Sarpong, M. D, (2010).Educating individuals with special needs (Unpublished).
 
[11]  Anyagre, P., & Dondieu, C. K. (2006). Educating the individual with special needs: Introduction to Guidance and Counselling. Unpublished.
 
[12]  Agyagba, V., & Nyanteh, G. (2004).Educating individuals with special needs. Accra: Ghana Education Service.
 
[13]  Island, P., E. (2013). Teachers’ self-efficacy, sentiments, attitudes, and concerns about inclusion of students with developmental disabilities: Retrieved on 12/2013. from: https://circle.ubc.ca.
 
[14]  Ocloo, A. M. (2003). Effective education for persons with visual impairments in Ghana. Winneba: Department of Special Education.
 
[15]  Gyimah, E., K. (2006). Teachers’ attitudes to inclusion in Ghana.(Unpublished).
 
[16]  Ametepe, S. (2016). Teachers’ attitude towards students with disability in Akatsi District. Unpublished Project Work, University of Education, Winneba.
 
[17]  Whyte, W. F. (2006). Participatory action research. Newbury Park, CA: Sage Publications.
 
[18]  Dada, M. F., Agbana, E. O., & Adetayo, T. (2010). Counselling needs of sandwich students of university of Ado-Ekiti, college of education, Oro Campus Kwara State, Nigeria. The Nigerian journal of guidance and counselling, 15(1), 35-50.
 
[19]  Gay, I., R. (1992). Educational research competencies for analysis and application (4thed.) New York: Merrill Publishing.
 
[20]  McMillan, J. H., & Schumacher, S. (2001). Research in education: A conceptual introduction. (5thed.). New York: Longman.
 
[21]  Anthony-Krueger, C.A., & Sokpe, B.Y. (2006).A guide to writing successful long essay and thesis. Cape Coast: Yacci Press UCC.
 
[22]  Fraenkel, J. R. &Wallen, N. E. (1993).How to design and evaluate research in education (2nded.) New York: McGraw-Hill Inc.
 
[23]  Fetterman, D., M. (1998).Ethnography; step by step. (2nded.) London: Sage Publication. Retrieved on 20th December, 2013from edr.sagepu. com/cgi/content/refs/31/6/29.