Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana
The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impa...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2018-10-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/2158244018807791 |
| _version_ | 1818151480057659392 |
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| author | Edward Asamoah Kwadwo Ofori-Dua Ebenezer Cudjoe Alhassan Abdullah Joy Ato Nyarko |
| author_facet | Edward Asamoah Kwadwo Ofori-Dua Ebenezer Cudjoe Alhassan Abdullah Joy Ato Nyarko |
| author_sort | Edward Asamoah |
| collection | DOAJ |
| description | The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities. |
| first_indexed | 2024-12-11T13:39:29Z |
| format | Article |
| id | doaj.art-4574d71b4473479eacb55a075ebff31e |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-12-11T13:39:29Z |
| publishDate | 2018-10-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-4574d71b4473479eacb55a075ebff31e2022-12-22T01:04:50ZengSAGE PublishingSAGE Open2158-24402018-10-01810.1177/2158244018807791Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in GhanaEdward Asamoah0Kwadwo Ofori-Dua1Ebenezer Cudjoe2Alhassan Abdullah3Joy Ato Nyarko4Department of Sociology and Social Work, Kwame Nkrumah University of Science and Technology, Kumasi, GhanaDepartment of Sociology and Social Work, Kwame Nkrumah University of Science and Technology, Kumasi, GhanaDepartment of Sociology and Social Work, Aalborg University, Aalborg, DenmarkDepartment of Sociology and Social Work, Kwame Nkrumah University of Science and Technology, Kumasi, GhanaSchool of Basic and Biomedical Sciences, University of Health and Allied Sciences, Ho, GhanaThe purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.https://doi.org/10.1177/2158244018807791 |
| spellingShingle | Edward Asamoah Kwadwo Ofori-Dua Ebenezer Cudjoe Alhassan Abdullah Joy Ato Nyarko Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana SAGE Open |
| title | Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana |
| title_full | Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana |
| title_fullStr | Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana |
| title_full_unstemmed | Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana |
| title_short | Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana |
| title_sort | inclusive education perception of visually impaired students students without disability and teachers in ghana |
| url | https://doi.org/10.1177/2158244018807791 |
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