Examining Teachers' Concerns and Attitudes to Inclusive Education in Ghana.

Introduction The aim of this study was to compare two different teachers' concerns and attitude toward inclusive education of students with disabilities in Ghana. Inclusive Education is a global agenda (Pijl, Meijer, & Hegarty, 1997), however, it is context specific in terms of meaning and practice. Generally, inclusion in education means, full inclusion of children with diverse abilities in all aspects of schooling that other children are able to access and enjoy (Loreman, Deppeler & Harvey, 2005, p. 2). All children can learn when teaching is effective and meets individual strengths and learning needs (Ainscow, 1999; Corbett, 2001; G ale, 2001; Lindsay, 2003). Ghana's concept of inclusive education, however, is aligned with her FCUBE policy increasing access, retention and participation of all students of school going age in education and not the movement and provision of education to children with disabilities in regular schools. The emphasis is on changing school culture and organisation, to providing resources and to building capacity in special and regular schools to offer new opportunities to pupils who may have previously or continue to experience learning difficulties (GES, 2004; Ocloo, Hayford, Agbeke, Gadagbui, Avoke, Boison, 2002). The government of Ghana since independence regards education as a fundamental human right for all its citizens and it has enshrined this right in the Legal Framework of Education. The 1961 Education Act is the principal legislation concerning the right to education for all children in Ghana, which states that: every child who has attained the school going age as determined by the Minister shall attend a course of instruction as laid down by the Minister in a school recognisedfor the purpose by the Minister (Ghana Education Service (GES), 2004, p. 2). The 1992 Republican Constitution of Ghana gives further provision and support for education as a basic human right for all Ghanaians. Article 38 (2) states: The Government shall within two years after parliament first meets after coming into force of this constitution draw up a program for the implementation within the following ten years for the provision of a free, compulsory universal basic education. (Government of Ghana (GOV), 1992, p. 40) A 10-year Free Compulsory Universal Basic Education Programme in 1996, a policy framework that will increase educational access to all children, emerged from the 1992 Constitution. This policy has three main themes: 1. Improving quality of teaching and learning 2. Improving management efficiency 3. Increasing access and participation (GES, 2003). The most recent policy initiative is the 'Capitation Grant'. This policy, which provides free feeding programme for vulnerable children in deprived settings, is to reinforce the existing FCUBE policy of attracting and retaining children in school (MOE, 2005). A total of 95 billion Cedis, an equivalent of US$ 10.4 million, was allocated for Capitation Grant in 2006 (GOV, 2006). Although Ghana is endowed with natural resources such as gold, timber, industrial diamond, bauxite and fish, the country still rely heavily on international donor support and technical assistance from Canada, Japan, Germany jus to mention a few to implement her educational policies. Currently, GDP growth rate continues to increase from 5.8% in 2005 to 6% in 2006 (GOV, 2006). Consequently several education policies were implemented which led to significant achievements. National Primary Gross Enrolment Ratio (GER) increased from 86.1% 2003/2004 to 87.5% in 2004/2005 (GES, 2006). At present, the country spends more than 35% of its GDP on education as compared to 0.3 percent on defence (Military) (GOV, 2006; Agbenyega, 2005); however, such funds are still limited to meeting the demands for comprehensive quality education. The successes chopped, however, mask long-term challenges in access, retention and quality education for all, particularly for students with disabilities due to lack of professional development activities for teachers, ineffective monitoring system and limited resources provided to schools (Sayed, Akyeampong & Ampiah, 2000). …