Inclusive Education : Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journalpeer-review

9 Scopus Citations
View graph of relations

Author(s)

Detail(s)

Original languageEnglish
Number of pages11
Journal / PublicationSAGE Open
Volume8
Issue number4
Online published16 Oct 2018
Publication statusPublished - Oct 2018

Link(s)

Abstract

The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.

Research Area(s)

  • inclusive education, visually impaired students, teachers, perception, Ghana, ATTITUDES, SCHOOL, CHILDREN, NEEDS

Download Statistics

No data available