Benjamin Adu Gyamfi¹, Abraham Yeboah^2,

The study examined regular education teachers' readiness for inclusive education in Ghana's Adansi North District of the Ashanti Region. The study employed a descriptive survey design. One hundred and twenty regular education teachers from public basic schools were included in the study through census technique. The data was collected using a questionnaire, and the Cronbach's coefficient alpha for the data was 0.79. The data was analyzed using frequencies, percentages, means, rankings, and standard deviations. Regular education teachers in the Adansi North District were found to be ready for inclusive education. Teachers modified instructional practices in inclusive classrooms to accommodate the requirements of special education learners by pre-teaching difficult concepts prior to the start of classes and offering written as well as oral directions to learners. Teachers indicated their readiness by using appropriate Teaching and Learning Materials (TLMs) and group work in the inclusive classroom. It was revealed that regular education teachers faced challenges in teaching learners with special needs in inclusive classroom. There was an issue of inadequate teaching and learning materials. It is recommended that even though regular education teachers are ready to implement inclusive education, teachers need to be motivated by the Government of Ghana to show more commitment in ensuring effective implementation of inclusive education in their classrooms. Regular workshops on adaptation of instructional strategies should be organized by Ghana Education Service (GES) to equip teachers on current practices in adapting the instructional strategies in their classrooms to meet the needs of all learners.

readiness, regular, education, teachers, inclusive