The government of Ghana has demonstrated commitment towards implementing inclusive education in selected schools. However, a major concern has been the lack of teachers’ skills in addressing diverse needs of students in classrooms. While there are parallel institutions training teachers, the perceptions and level of acceptance among pre-service teachers in terms of practicing inclusive education across these institutions is hitherto unresearched. The Sentiments, Attitudes and Concerns about Inclusive Education Revised scale was used to collect data from the participants (n = 855), who were recruited from two campuses of a public university (n = 331) and three colleges of education (n = 524). We found an interaction effect of the demographic variables of school type, contact with students with disabilities and familiarity with inclusive education policy on pre-service teachers’ attitudes towards inclusive education. The implications of these findings for initial teacher preparation for the implementation of inclusive education are discussed.

Item Type:	Refereed Article
Keywords:	Inclusive education; attitudes; Ghana, students with disabilities, teacher education, preservice teachers
Research Division:	Education
Research Group:	Specialist studies in education
Research Field:	Special education and disability
Objective Division:	Education and Training
Objective Group:	Schools and learning environments
Objective Field:	Inclusive education
UTAS Author:	Opoku, MP (Mr Max Opoku)
ID Code:	146362
Year Published:	2021 (online first 2020)
Web of Science® Times Cited:	4
Deposited By:	Education
Deposited On:	2021-09-01
Last Modified:	2021-10-27
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