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Inclusive education in West Africa: predictors of parental attitudes, knowledge and perceived social norms influencing inclusive practices in Ghana and Nigeria
Citation
Opoku, MP and Nketsia, W and Agyei Okyere, E and Oginni, OS and Torgbenu, EL, Inclusive education in West Africa: predictors of parental attitudes, knowledge and perceived social norms influencing inclusive practices in Ghana and Nigeria, International Journal of Inclusive Education pp. 1-20. ISSN 1464-5173 (2019) [Refereed Article]
Copyright Statement
Copyright 2019 Informa UK Limited, trading as Taylor & Francis Group
DOI: doi:10.1080/13603116.2019.1642397
Abstract
The call to practise inclusive education in African countries has
coincided with efforts to promote deeper cooperation in the
education sector. Ghana and Nigeria have adopted a common
curriculum to facilitate the development of people in the West
African sub-region. In both countries, while much is known about
the challenges faced by teachers and schools in the
implementation of inclusive education, little is known about
parents’ attitudes, knowledge and perceived social norms
regarding inclusive education. In this study, we adapted Ajzen’s
theory of planned behaviour to examine parents’ attitudes,
knowledge and perceived social norms in influencing inclusive
practices. One-thousand-and-seventy-five parents were recruited
from Ghana (n = 411) and Nigeria (n = 664). They completed the
Parents’ Attitudes Towards Inclusive Education scale, which
consists of three subscales: attitudes, perceived social norms, and
knowledge. Although there was a moderate relationship between
the subscales, the participants were positive on attitudes and
perceived social norms, but they reported a lack of knowledge
about inclusive education. The participants seemed to accept the
need for implementation of inclusive education, and they
acknowledged the efforts of implementers in practising inclusive
education. However, they indicated limited knowledge about
implementation of inclusive education. The need for policymakers
to prioritise public education is also discussed.
Item Details
Item Type: | Refereed Article |
---|---|
Keywords: | parents, inclusive education, Ghana,Nigeria, attitudes, perceived social norms, knowledge |
Research Division: | Education |
Research Group: | Specialist studies in education |
Research Field: | Special education and disability |
Objective Division: | Environmental Management |
Objective Group: | Other environmental management |
Objective Field: | Other environmental management not elsewhere classified |
UTAS Author: | Opoku, MP (Mr Max Opoku) |
ID Code: | 135564 |
Year Published: | 2019 |
Web of Science® Times Cited: | 1 |
Deposited By: | Education |
Deposited On: | 2019-11-01 |
Last Modified: | 2021-11-02 |
Downloads: | 1 View Download Statistics |
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