Abstract

This study compared the perspectives of public and private preschool teachers in Ghana regarding inclusive education after ten years of policy implementation. Using a descriptive survey design, data were collected from 89 public and 39 private preschool teachers, sampled using stratified sampling from inclusive schools. Structured questionnaires were used to collect data and analyzed using frequencies, percentages, means, standard deviations and independent samples t-test. The findings revealed that while both public and private school teachers recognized the challenges in the implementation of inclusive education, especially in terms of curriculum, teacher workload, and inadequate resources, they differ in how they perceive its practical outcomes for learners with special needs. Yet no statistically significant difference was found between them. The study concludes that the issues of implementing inclusive education cuts across school types. It is recommended that the Ministry of Education and the Effutu Municipal Education Directorate do more by ensuring that all preschools, public and private alike, are resourced with appropriate infrastructure and teaching materials.

Keywords

References

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.