Inclusive education in West Africa: predictors of parental attitudes, knowledge and perceived social norms influencing inclusive practices in Ghana and Nigeria

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.

KEYWORDS:

• Parents
• inclusive education
• Ghana
• Nigeria
• attitudes
• perceived social norms
• knowledge

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Maxwell Peprah Opoku

Maxwell Peprah Opoku is a Ghanaian by birth and started had his first degree in Political Science and second, MSc Disability, Rehabilitation and Development, from Kwame Nkrumah University of Science and Technology. He was appointed as Graduate Teaching Assistant at the Centre for Disability Studies, Department of Community Health while pursuing his Master degree and continued study Master of Governance and Regional Integration at Pan African University, Cameroon. Currently, he is pursuing PhD Education at University of Tasmania as well as a tutor (Inclusive practices in education settings and equity, diversity and schooling). His research interest are: disability research, special education, community-based rehabilitation, inclusive education, disability and behaviour management, health research, management of natural resources, human rights, social policies and public policy.

William Nketsia

Dr William Nketsia joined Western Sydney University (WSU) as a lecturer in Inclusive Education in January, 2018. He completed his Doctoral and Masters’ Degrees in Education in 2016 and 2011 respectively, from University of Jyvaskyla, Finland. He also has Bachelors’ degree in Science Education from University of Cape Coast and Teacher’s certificate in Basic Education from Akrokerri College of Education, Ghana. Dr Nketsia has previously worked in University of Jyvaskyla, Finland as a lecturer in inclusive education, interaction and learning, guidance of learning: planning, implementation and evaluation and school, community and society. He also has teaching experience in primary and secondary schools in Ghana and the United Kingdom. Dr Nketsia’s research interests include; special education and inclusive education, initial teacher preparation for inclusive education, attitudes towards inclusive education, self-efficacy studies on inclusive education, School-Based learning or teaching practice, action Research on inclusive education, inclusive pedagogical practices in classrooms, mentoring, supervision and professional development, professional development of teacher educators for inclusive education, international perspectives on inclusive education policy and practice, cross-cultural implementation of inclusive education policy and sustainable implementation of inclusive education and practice.

Elvis Agyei-Okyere

Elvis Agyei-Okyere is a professional teacher in a secondary school in Ghana. He holds first degree in Political Studies and master’s degree in Planning from Kwame Nkrumah University of Science and Technology. He also holds a diploma in Education. His areas of research interests are as follows: social policy, community development and inclusive development.

Oyewole Simon Oginni

Oyewole Simon Oginni is a Nigerian who holds an MSc in Governance & Regional Integration and an MSc in Forensic Criminal Investigation (major: election forensics). As a research fellow and executive director of OWP Africa, he is working on the UN Resolution 2250, small arms control, governance, post-conflict transition, mobility and migration. He is a PhD student in Germany.

Eric Lawer Torgbenu

Eric Lawer Torgbenu is a Ghana who obtained his Bachelor of Science Degree in Physiotherapy in 2010 from University of Ghana School of Allied Health Sciences, Korle-Bu, Accra. While employed by the Ghana Health Service, he had the opportunity to read his Master of Science Degree in Disability and Rehabilitation from Kwame Nkrumah University of Science and Technology, Kumasi. He is an assistant lecturer at University of Allied Health Sciences and Pan African University of Earth Science, Nigeria.