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International Journal of Inclusive Education Volume 24, 2020 - Issue 14
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Articles

Sustainability of inclusive education in Ghana: teachers’ attitude, perception of resources needed and perception of possible impact on pupils

Irene Vanderpuyea Department of Education and Psychology, Faculty of Educational Foundations, University of Cape Coast, Cape Coast, GhanaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1239-1005View further author information
ORCID Icon,
Gideon Kwesi Obosua Department of Education and Psychology, Faculty of Educational Foundations, University of Cape Coast, Cape Coast, GhanaView further author information
&
Mikako Nishimukob Faculty of Language Studies, Teikyo University, Tokyo, JapanView further author information
Pages 1527-1539 | Received 19 Apr 2018, Accepted 31 Oct 2018, Published online: 15 Nov 2018

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Read on this site (2)

Katharina-Theresa Lindner, Susanne Schwab, Mona Emara & Elias Avramidis. (2023) Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. European Journal of Special Needs Education 0:0, pages 1-22.
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Fateme Ghassami, Elham Yousefi & Esmail Salehi. (2020) Prioritizing the teaching methods of ESD using an integrated fuzzy entropy–SAW algorithm (case study: technical and vocational schools). Applied Environmental Education & Communication 19:2, pages 205-220.
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Articles from other publishers (8)

Melissa Washington-Nortey, Adote Anum, Zewelanji Serpell & Yaoying Xu. (2023) Expectations for Children with Autism Spectrum Disorders or Intellectual Disabilities in Ghana: A Comparison Between Service Providers and Parents. Journal of Autism and Developmental Disorders.
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Maxwell Peprah Opoku, William Nketsia, Michael Amponteng, Wisdom Kwadwo Mprah & Emmanuel Opoku Kumi. (2023) Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students. Journal for the Education of the Gifted 46:2, pages 167-193.
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Ozgur Yasar-Akyar, Cinthia Rosa-Feliz, Solomon Sunday-Oyelere, Darwin Muñoz & Gıyasettin Demirhan. (2022) Special Education Teacher’s professional development through digital storytelling. Comunicar 30:71, pages 93-104.
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Irene Gómez-Marí, Pilar Sanz-Cervera & Raúl Tárraga-Mínguez. (2022) Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review. Education Sciences 12:2, pages 138.
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Sowiyah Sowiyah & Ryzal Perdana. (2022) Inclusive Education in Indonesia: Teachers’ Perceptions. WSEAS TRANSACTIONS ON ENVIRONMENT AND DEVELOPMENT 18, pages 27-36.
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Maxwell Peprah Opoku, Monica Cuskelly, Scott J. Pedersen & Christopher S. Rayner. (2020) Attitudes and self-efficacy as significant predictors of intention of secondary school teachers towards the implementation of inclusive education in Ghana. European Journal of Psychology of Education 36:3, pages 673-691.
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Irene Gómez-Marí, Pilar Sanz-Cervera & Raúl Tárraga-Mínguez. (2021) Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review. Sustainability 13:9, pages 5097.
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Marta Medina-García, Luis Doña-Toledo & Lina Higueras-Rodríguez. (2020) Equal Opportunities in an Inclusive and Sustainable Education System: An Explanatory Model. Sustainability 12:11, pages 4626.
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