Inclusion is designed to bring special education services into the general classrooms. Research indicates that children with disabilities demonstrate better progress when learning with typically developing peers in general classrooms than they would in segregated learning environments. In inclusive classrooms, children with disabilities learn by observing their peers without disabilities. The current study explores early childhood teachers’ perceptions of inclusive education in Ghana, and identifies the barriers to inclusion in that country. Purposeful sampling was used to select participants, and qualitative measures were used for data collection and analysis. Results revealed that teachers understood the benefits of inclusive education; however, due to limited resources such as teacher aides, developmentally appropriate materials, and lack of proper training on how to manage inclusive classrooms, inclusive education was a challenge to most teachers. Results also indicated that teachers needed more professional development on teaching in inclusive classrooms and on the knowledge of what constitutes quality inclusion in early childhood education classrooms. Finally, the study revealed the need for more funding in order to recruit teacher aides and purchase more developmentally appropriate materials.
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