It is also essential to acquire an understanding of the impact of these variables on practices of inclusion. This statement by the teacher indicates that teachers' and principals` knowledge about and attitudes towards inclusive education are related. Reconciling context and contact effects on racial attitudes. Measuring Concerns about Integrated Education in India. Further, principals and teachers have often demonstrated considerable lack of knowledge about students with disabilities and inclusion (Schumm & Vaughn; 1995; Tomlinson, Callahan, Eiss, Imbeau, & Landrum, 1997), and teachers have often used more undifferentiated large-group instruction with few adaptations to meet the needs of included students (Baker & Zigmond, 1990; Kuyini & Desai, 2008). In a group interview with teachers and when asked the question: âwhat do you think about language disability students?â One of the teachers had this to say: The students use a lot of time to answer simple questions. Finally, teachers appear to believe that they have had no choice about and no part in the process of inclusion in Ghanaian schools. These findings are consistent with research studies which point to a generally positive view held by teachers in mainstream settings regarding the inclusion of students with disabilities.
inclusive education models used in ghana 2021