Teacher Preparedness for Inclusive Classrooms: A Study of Special Education Support in Basic Schools in Cape Coast, Ghana

Francisca EGHAN

doi:10.56201/ijee.v11.no3.2025.pg131.148

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Teacher Preparedness for Inclusive Classrooms: A Study of Special Education Support in Basic Schools in Cape Coast, Ghana

Francisca EGHAN

Abstract

Although inclusive education is becoming more and more of a worldwide priority, there are several obstacles in the way of its practical implementation in developing nations like Ghana. This study focused on the impact of special education support in assessing teachers' readiness for inclusive classrooms in Cape Coast basic schools. Using information from 200 basic school teachers chosen by stratified random sampling, a descriptive survey methodology was used. Teachers' attitudes, self-efficacy, perceptions of inclusive outcomes, access to professional support, and understanding of inclusive practices were all evaluated using a standardized questionnaire. Descriptive statistics, ANOVA, regression, correlation, and chi-square tests were used to assess the data. The results show that even while most instructors have favorable opinions on inclusive education, their understanding and readiness for practice are still lacking. Due to a lack of resources and inadequate training, a sizable portion of teachers reported difficulties modifying their lessons to accommodate different student needs. While demographic characteristics like years of experience and qualification did not significantly differ, correlation and regression analysis revealed that teacher efficacy and the availability of professional support had a significant impact on inclusive teaching outcomes. These results are in line with earlier research conducted in Ghana and sub-Saharan Africa, which brought to light enduring structural obstacles in the provision of inclusive education. The study concludes that insufficient institutional support and a lack of training opportunities hinder teacher readiness. To increase teacher preparedness and guarantee the successful execution of Ghana's Inclusive Education Policy, it suggests bolstering pre-service and in-service training, allocating sufficient resources, and improving cooperation with special education specialists.

Keywords

Inclusive education; Teacher preparedness; Special education support; Basic schools; Cape Coast; Ghana; Teacher efficacy; Educational policy

References

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Teacher Preparedness for Inclusive Classrooms: A Study of Special Education Support in Basic Schools in Cape Coast, Ghana

Abstract

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