Implementing inclusive education in early childhood settings: the interplay and impact of exclusion, teacher qualities, and professional development in Ghana

Ackah-Jnr, Francis R., and Udah, Hyacinth (2021) Implementing inclusive education in early childhood settings: the interplay and impact of exclusion, teacher qualities, and professional development in Ghana. Journal of Educational Research & Practice, 11 (1). pp. 112-125.

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Abstract

Inclusive education (IE) in the early years enhances young children's learning, socialization, and development; yet, children with disability are one group that is often isolated, excluded, or marginalized in early childhood education. This paper examines jointly the perceived exclusion practices, teacher qualities, and professional development and the interplay and impact of these factors on effective inclusive early childhood education. Drawing on data collected from individual interviews with teachers and headteachers in a large early childhood and school setting in Ghana, findings of this qualitative study indicate the exclusion practices of teachers. The findings suggest that resistance to IE limits learning, engagement, and social opportunities for children, especially those with disability. The findings also identify that effective teacher qualities and professional development enhance the provision of quality inclusive early childhood education. The study reinforces the need for improved support for teachers and to make sure that they are placed at the center of IE policy and practice.

Item ID: 68149
Item Type: Article (Research - C1)
ISSN: 2167-8693
Copyright Information: © The Author(s)
Date Deposited: 18 Aug 2021 01:17
FoR Codes: 39 EDUCATION > 3904 Specialist studies in education > 390407 Inclusive education @ 60%
39 EDUCATION > 3904 Specialist studies in education > 390411 Special education and disability @ 40%
SEO Codes: 16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160203 Inclusive education @ 40%
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160205 Policies and development @ 20%
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160201 Equity and access to education @ 40%
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