Teachers' attitudes towards integration

However, this proposal has raised serious debates across the globe despite several countries had already endorsed the plan in global declarations. For instance, the Salamanca declaration of 1994 of which many countries are member states stated that there is a need to devise educational programs which take into account the diversity of students in a classroom setting (Liasidou, 2016). Nevertheless, substantial progress has been made, especially from the side of the human rights groups since the adoption of the United Nations Convention on the Rights of Children, which outlawed any form of discrimination based on disability and advocated for the equalization of opportunities for all persons including those with disabilities (Kuyini & Desai, 2016). As a result, inclusion has found ground in these debates, and it is founded by participation, equity, and social justice.

In other words, the argument has been that every member of the society has to be committed to the realization of universal rights for all, and this is based on the principle that, every child including those that are “different” ought to receive equal treatment and be respected as members of the community irrespective of their variations (David, 2010). Purpose This research aims at understanding teachers' attitudes towards integrative/ inclusive education in public schools in Aburi, Ghana. Research Questions 1. How do teachers perceive inclusive education? 2. How are teachers implementing inclusive education? 3. What are some of the approaches used to implement inclusive education? Objectives 1. Varcoe & Boyle (2014) conducted a cross-cultural study about teachers’ understanding towards inclusion in the United States, Germany, Israel, Egypt, Ghana, Taiwan, and the Philippines and established that there were variation of attitudes towards integration from one country to another with U.

S. teachers having the highest levels of attitudes towards inclusion. The positive attitudes towards integration among the U. S. However, these studies have failed to show a more positive attitude towards inclusion in other regions across the world. Research Methodology This chapter presents the general methodology for this study, the research setting, research design, population, sample size and sampling techniques, the research instruments, data collection and data collection methods, data analysis, and the ethical considerations in this study. Research Setting This research will be conducted in Aburi Girls Senior High School which is located south of Aburi in the Eastern Region of Ghana. Aburi Girls Senior High School is a preferred case for this study because it has a higher number of teachers (sixty teachers) compared to the other schools in the region Mertens (2014).

Since teachers are the target audience for this study, and that Aburi Girls Senior High School accommodates a higher number of special needs students compared to other schools in the region, then, Aburi Girls High School is preferred for the study. Sampling Techniques Roller & Lavrakas (2015) say that sampling techniques refer to the methods through which the researcher identifies his or her sample for a study. In this survey, the researcher will use both purpose and simple random sampling techniques to select the research participants. In this light, the researcher will use purposive sampling to identify the school’s head teacher and simple random sampling to select 30 teachers and 40 students from a large sample of teachers and students respectively. Data collection methods and Instruments Data collection methods refer to the process of selecting the sampling units as well as obtaining information from them (Patton, 2015).

The researcher will use both primary and secondary sources of data for this study. Additionally, the researcher has to seek the consent of the participants and inform them about the purpose of the survey. In this study, the surveyor will observe all the ethical code of conduct during data collection, analysis, and presentation. References Barnes, B. Teachers Perception and Understanding of Diversity and Inclusive Education; A Case Study Thesis Master of Educational Psychology. Stellnboch University. Right to inclusive education for students with disabilities in Kenya.  Journal of International Special Needs Education, 18(1), 18-28. Ghani, M. Z and Ahmad, A. Teachers’ perception towards the implementation of inclusive education. Exceptional Children: An Introduction to Special Education. Boston: Pearson. Kalyanpur, M. Paradigm and paradox: Education for All and the inclusion of children with disabilities in Cambodia.