https://orcid.org/0000-0002-2875-9700
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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.