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

Ambrose Agbetorwoka¹, Christopher Yao Dewodo^2, and Michael Yawo Tsyawo¹

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

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

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

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