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Knowledge Level of Teachers on Inclusive Education in Tamale Metropolis in the Northern Region of Ghana
Open Journal of Educational Research
| Vol 4, Issue 3
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 | |||||