Knowledge Level of Teachers on Inclusive Education in Tamale Metropolis in the Northern Region of Ghana
Table 1.
Teachers’ Level of Knowledge about Inclusive Education (n = 243)
|
| Items |
Disagree |
Not Sure |
Agree |
M |
SD |
|
|
| f (%) |
f (%) |
f (%) |
|
|
| Meeting the needs of learners with intellectual disabilities. |
168 (69.1) |
24 (9.9) |
51 (21.0) |
1.52 |
0.82 |
|
| Assessing, testing or evaluating the learning of children with disabilities. |
164 (67.5) |
17 (7.0) |
62 (25.5) |
1.58 |
0.87 |
|
| Using varied learning activities to engage a diverse range of learners. |
17 (7.0) |
18 (7.4) |
208 (85.6) |
2.79 |
0.56 |
|
| Meeting the needs of learners with multiple disabilities. |
56 (23.0) |
138 (56.8) |
49 (20.2) |
1.79 |
0.66 |
|
| Meeting the needs of learners with learning disabilities. |
25 (10.3) |
54 (22.2) |
164 (67.5) |
2.57 |
0.67 |
|
| We are meeting the needs of learners with autism. |
41 (16.9) |
9 (3.7) |
193 (79.4) |
2.63 |
0.76 |
|
| Meeting the needs of learners who are blind or have low vision. |
4 (1.6) |
20 (8.2) |
219 (90.1) |
2.88 |
0.37 |
|
| Meeting the needs of learners who are gifted (talented/creative). |
15 (6.2) |
5 (2.1) |
223 (91.8) |
2.86 |
0.50 |
|
| Meeting the needs of learners seen as having behavioural difficulties. |
211 (86.8) |
10 (4.1) |
22 (9.1) |
1.22 |
0.60 |
|
| Meeting the needs of learners who are deaf or hard of hearing. |
199 (81.9) |
22 (9.1) |
22 (9.1) |
1.27 |
0.62 |
|
| Meeting the needs of learners with physical disabilities. |
20 (8.2) |
9 (3.7) |
214 (88.1) |
2.80 |
0.57 |
|
| Meeting the needs of learners with deaf-blindness. |
27 (11.1) |
17 (7.0) |
199 (81.9) |
2.71 |
0.66 |
|
| Meeting the needs of learners with speech, language, or communication disorder |
31 (12.8) |
29 (11.9) |
183 (75.3) |
2.63 |
0.70 |
|
| Source: Field data (2022); Key: f–Frequency, %– Percentage; M–Mean, SD–Standard Deviation |
|
|
|
