Teachers' Levels of Knowledge and Attitudes towards the Inclusion of Children with Special Educational Needs in Regular Classrooms

Autor/inn/en	Kotor, Asare; Boateng, Phillip; Sekyere, Frank Owusu; Aboagye, Michael Osei; Martin, Georgina; Ntoaduro, Afua
Titel	Teachers' Levels of Knowledge and Attitudes towards the Inclusion of Children with Special Educational Needs in Regular Classrooms
Quelle	In: Africa Education Review, 19 (2022) 1, S.76-102 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kotor, Asare) ORCID (Boateng, Phillip) ORCID (Sekyere, Frank Owusu) ORCID (Aboagye, Michael Osei) ORCID (Martin, Georgina) ORCID (Ntoaduro, Afua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2023.2177687
Schlagwörter	Foreign Countries; Teacher Attitudes; Knowledge Level; Inclusion; Students with Disabilities; Regular and Special Education Relationship; Teacher Characteristics; Student Characteristics; Gender Differences; Teaching Experience; Educational Attainment; Instructional Program Divisions; Elementary School Teachers; Junior High School Teachers; Ghana + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Wissensbasis; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Teachers' attitudes and levels of knowledge about inclusion and teaching children with special needs have become a sensitive issue over the past decades. The fact that a majority of teachers demonstrate limited knowledge and understanding of children with special educational needs (SEN), and thus have more negative attitudes towards teaching these children in mainstream classrooms, may significantly influence the quality of life and academic success of these children in schools. This cross-sectional study explored the levels of knowledge of and attitudes towards SEN among teachers in public basic schools in Ghana. Most participants had limited knowledge and understanding of teaching children with SEN and showed more negative attitudes towards children with SEN. There were significantly different levels of knowledge and understanding of children with SEN and attitudes towards children with SEN across baseline characteristics. The study results enrich the existing knowledge base on inclusion and contribute significantly to inclusive education policy development as well as indicating the potential for changes in practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01