JACKSON COLLEGE OF EDUCATION

THE ATTITUDE OF TEACHERS TOWARDS PUPILS WITH DIFFICULTY IN LEARNING

IN THE BOLGA MINUCIPAL

BY ADANGYA FAUSTINA

PROJECT WORK SUBMITTED TO THE JACKSON COLLEGE OF EDUCATION, IN

PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR AWARD OF BACHELOR

DEGREE IN BASIC EDUCATION

SEPTEMBER 2023

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 DECLARATION

Candidates’ Declaration

I hereby declare that this project work is the result of my own original Research and that no part

of it has been presented for another Diploma/Degree.

Name: ADANGYA FAUSTINA Signature: ………………………. Date: ………………

Supervisor’s Declaration

I hereby declare that the preparation and presentation of this project work were supervised in

accordance with the guidelines on Supervision of project work laid down by the Jackson College

of Education.

Supervisor’s Signature………………………………… Date: …………………………………

Name: ABAA ASIBI ANNA

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 ABSTRACT

Towards the realization of the goals of early child education the attitude of teacher towards

pupils with difficulty in learning cannot be under estimated as an important factor. The study was

therefore carried out to assess the attitude of teacher in the Bolgatanga Municipal towards pupils

with learning difficulty in the Upper East Region of Ghana.

The study design was descriptive and cross sectional. In all 25 teachers were selected by the use

of stratified random sampling technique. The respondents were given a set of questionnaires to

respond to as a means of ascertaining their attitude towards pupils with learning difficulty at the

basic schools. The questionnaire items were four rated Likert scales questions for the

respondents to respond to. The research used the independent sample t-test as the statistical tools

for data analysis in order to test the research hypothesis.

The major findings are that, there was no gender difference in the teacher’s attitude towards

pupil with learning difficulty. Trainees held positive perceptions towards persons with

disabilities because of their exposure to disabilities issues in special needs education. Finally

both male and female trainees do not differ in their attitude towards pupils with learning

difficulty.

It is recommended that refresher courses taking the form of seminars, workshops and

conferences should be organized regularly to update the teacher‘s knowledge and skills in the

area of their teaching profession and disability. Teacher trainees should be given opportunities to

experience inclusive education practice in inclusive schools.

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 ACKNOWLEDGEMENTS

In the accomplishment of this work, many people have bestowed upon us their blessings and

support. I am grateful to God for the strength and wisdom granted to me in this regard.

My sincere gratitude goes to my supervisor, for her patience, assistance, advice and

encouragement throughout the whole process. I thank you and may God bless you. Special

thanks also go to all lecturers of the Jackson College of Education. Thank you for your patience

and guidance throughout these years, we are grateful. To my Husband who gave me the needed

support and financial assistance, I cannot thank you enough. May God bless you abundantly.

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 DEDICATION

I sincerely dedicate this piece of work to the Almighty God for his protection, guidance and

strength bestowed on us from the beginning to the completion of this work.

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Table of Contents
DECLARATION ............................................................................................................................ ii
ABSTRACT ................................................................................................................................... iii
ACKNOWLEDGEMENTS ........................................................................................................... iv
DEDICATION ................................................................................................................................ v
CHAPTER ONE ............................................................................................................................. 1
INTRODUCTION ...................................................................................................................... 1
1.1 Background of the Study .................................................................................................. 1
1.2 Statement of the Problem .................................................................................................. 5
1.3 Objectives of the Study ..................................................................................................... 5
1.4 Research Questions ........................................................................................................... 6
1.5 Significance of the Study .................................................................................................. 6
1.6 Delimitations of the Study ................................................................................................ 6
1.7 Limitations of the Study.................................................................................................... 6
1.8 Organization of the Study ................................................................................................. 7
CHAPTER TWO ............................................................................................................................ 9
LITERATURE REVIEW ........................................................................................................... 9
2.1 Introduction ....................................................................................................................... 9
2.2 Child Development ......................................................................................................... 10
2.3 Child Development Theories .......................................................................................... 11
2.4 Early Childhood Education ............................................................................................. 12
2.5 Teaching Strategies in Early Childhood Education ........................................................ 13
2.6 Teachers’ Attitudes And Concerns ................................................................................. 13
2.7 Teachers’ Attitudes Towards Inclusive Education ......................................................... 14
CHAPTER THREE ...................................................................................................................... 18
METHODOLOGY ................................................................................................................... 18
3.0 Introduction ..................................................................................................................... 18
3.1 Research Design.............................................................................................................. 18
3.2 Population of the Study................................................................................................... 18
3.3 Sampling Technique ....................................................................................................... 19
3.4 Sample Size..................................................................................................................... 19

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 3.5 Data Collection Tools ..................................................................................................... 19
3.6 Data Collection Procedure .............................................................................................. 20
3.7 Data Analysis .................................................................................................................. 20
CHAPTER FOUR ......................................................................................................................... 22
4.0 Overview ......................................................................................................................... 22
4.1 Bio-data results ............................................................................................................... 22
4.3 Attitudes of teachers’ towards pupils with learning disabilities ..................................... 23
4.4 Challenges Teachers Face when Teaching Pupils with Learning Difficulties ............... 25
CHAPTER FIVE .......................................................................................................................... 29
SUMMARY, CONCLUSION AND RECOMMENDATIONS ............................................... 29
5.0 Overview ......................................................................................................................... 29
5.1 Summary ......................................................................................................................... 29
5.2 Conclusion ...................................................................................................................... 30
5.3 Recommendations ........................................................................................................... 30
REFERENCES ............................................................................................................................. 32
APPENDICES .............................................................................................................................. 37

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 CHAPTER ONE

INTRODUCTION
1.0 Overview

This chapter deals with the materials and equipment, method of preparation of samples, flow

chart of preparation method.

1.1 Background of the Study

A learning impairment is a problem in one of the fundamental cognitive processes necessary for

language comprehension, language usage, and mathematical thinking. The ability to comprehend

or use spoken or written language, perform mathematical computations, coordinate motions, or

focus attention is all impacted by learning difficulties. Even though they can affect very young

children, learning problems are typically not identified until the kid is of school age. Due to their

difficulty using or comprehending spoken or written language, students with learning disabilities

have a difficult time learning fundamental skills or academic material. (Bill & Gates, 2016).

These issues may affect a student's capacity for reading, writing, spelling, thought, speaking,

listening, or mathematical computation. Learning challenges do not include those that are largely

brought on by a student's physical, mental, or emotional impairments, or those brought on by

their socioeconomic, cultural, or environmental disadvantages. Dyslexia, dysgraphia, perceptual

difficulties, and developing aphasia are examples of common learning problems. According to

estimates, 6-8% of school age youngsters suffer from a learning handicap. (Mafuba, 2017).

According to Lere (2009), children who display a considerable educational gap between their

expected intellectual capacity and their actual level of performance are those who have learning

challenges. He went on to note that even though these children might not exhibit any symptoms

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of other disorders and function properly in other domains, their academic performance in the

classroom falls far short in those domains. Children with learning difficulties, in Panda's (2007)

opinion, have irregularities in their language, speaking, and reading development as well as their

capacity for social interaction. Ihenacho (2006) shares this perspective, seeing kids with learning

disabilities as young people who appear "normal" in all aspects but are unable to function at a

level required for academic success due to freely admitted internal issues.

Children with learning difficulties have a gap between what they are capable of accomplishing

and what they achieve, claims (Lerner 2000). These kids struggle particularly to learn speaking

and oral language, reading, math, writing, handwriting mechanics, thinking, or psycho-social

abilities. Students with learning disabilities need special attention to perform well in the

classroom, and they can be placed in an inclusive classroom to make learning simple for them.

Students with learning disabilities have neurological problems that affect the way they acquire

information, retain information, process information, and give the information meaning. These

individuals can be seen in ordinary classrooms with inclusive practices, where they display a

variety of traits that hinder learning. In age-appropriate general education settings, inclusive

classrooms are created so that children with special needs, disabilities, or impairments can study

alongside peers who do not have those conditions. All students are accepted and fully included in

the educational and social life of an inclusive education system. The approach of educating

children with normal and exceptional needs in regular courses is known as inclusive education. It

is impossible to overstate the importance of teachers' participation in an inclusive program

because they play a crucial role in today's inclusive classrooms. Their treatment of kids with

learning challenges will make it easier for them to learn despite their difficulties.

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According to David (2006), advocates of inclusion seek to increase the participation of all

students in the community schools of their choice, make learning more meaningful and relevant

for everyone, especially for those students who are susceptible to exclusionary pressures, and

rethink and restructure policies, curricula, cultures, and practices in schools and learning

environments so that various learning needs can be met, regardless of the cause or nature of such

needs. According to Yaro (2012), inclusion is a step up from mainstreaming since it shows how a

school is attempting to respond to each child as an individual by taking into account and

rebuilding its curricular organization, as well as allocating resources to improve opportunities

Recent moves towards the inclusion of students with special educational needs in inclusive

classrooms have focused attention on how teachers perceive these students, what constitutes

educational success for children with special educational needs in inclusive classrooms, and the

ability of teachers to provide effective instruction for them. Limitations in funding and

appropriate material resources and support add to the difficulties faced by teachers. These issues

foreground a need to understand the beliefs and attitudes that teachers hold about their role as

practitioners generally and in relation to students in their classrooms who have difficulty

learning.

Teachers’ past experiences as learners are powerful in shaping conceptions and expectations

about teaching students, and form beliefs about the process of teaching during their preservice

training, and once a belief has been held for a long time it becomes difficult to change

(Woolfolk-Hoy & Spero, 2005). Pre-service training is a critical period during which beliefs and

attitudes are more likely to be influenced by external sources. Consequently, there is a critical

need to explore trainee teachers’ perceptions and attitudes in relation to students with specific

learning needs.

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Attitude is everything in learning. It refers to predisposition or perception, or response of an

individual towards an animate or inanimate object, event, subject or person among others. Binder

and Niederle (2007) defined attitude as one’s positive or negative judgment about a concrete

subject. This shows that attitude towards learners with difficulties among teachers could be

described as learners’ positive or negative predisposition or perception about learners with

difficulties among. Studies abound on attitude towards inclusive education and students with

special needs among teachers in Ghana (Fakolade, Adeniyi and Tella, 2009) and other countries

(Zoniou-Sideri and Vlachou, 2006; Florian, 2012; Dukmak, 2013). Alghazo (2002) examined

Jordanian teachers and administrators’ attitude towards persons with disabilities. The study used

a demographic survey, the Attitude towards Disabled Persons (ATDP) Scale and Main streaming

Attitude Scale (MAS) to assess the attitude of Jordanian educators and administrators towards

persons with disabilities. Findings showed that educators’ attitude towards persons with

disability in general was negative and never liked the idea of including them in the regular

education classroom. Many of the educators were more accepting of students with learning

disabilities and least accepting of students with mental retardation.

In another study conducted by Zoniou-Sideri and Vlachou (2006) on Greek teachers’ beliefs

towards educational inclusion, the results revealed that regular education teachers hold a number

of restrictive as well as conflicting beliefs towards disability and educational inclusion. These

teachers reported that although educational inclusion is necessary as a means of improving the

way ordinary school functions and reducing the marginalization and stigmatization of students

with disabilities, special segregated education is important as a means of providing a secure and

protective shelter to these students and as a way of covering a number of ordinary education’s

deficiencies. According to Florian (2012), many general classroom teachers in Scotland resist to

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include children with special needs in their classes believing that inclusion interferes with the

effective education of other students.

1.2 Statement of the Problem

Learning with difficulties can be grouped of special needs pupils that are sometimes labeled as

lazy. They struggle with language comprehension, reading comprehension, writing expression,

and mathematical reasoning, all of which have a big impact on their ability to learn. In an

inclusive classroom, there may be students with learning difficulties. Due to the traits these

students display, teachers often find it challenging to manage them. Over the years, studies have

shown that teachers' attitudes toward students with learning difficulties have been negative. This

is because some teachers think it is a waste of time to teach a small number of students who

struggle academically and find learning to be too slow, so they repeat lessons that they may still

not understand which causes them to perform below expectations. According to the researcher's

analysis of the literature, there is not enough data or research on Bolgatanga Municipal

instructors' attitudes regarding including students with learning difficulties. This results in the

gap that the study seeks to close. This study aimed to provide an in-depth exploration of trainee,

early childhood primary teachers’ attitudes about students with difficulties in learning.

1.3 Objectives of the Study

The purposes of this study are as follows:

1. Examine the various methods adopted by teachers teaching learners with learning

difficulties.

2. To investigate the problems faced by teachers during teaching learners with learning

difficulties.

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3. To suggest possible solutions to solve the problems to solve learners with learning

difficulties in our schools.

1.4 Research Questions

1. What are the methods teachers use when teaching learners with learning difficulties?

2. What are the problems teachers face when teaching learners with learning difficulties?

3. How can the study help solve problems of learners with learning difficulties in schools?

1.5 Significance of the Study

The study will contribute immensely toward improving the standard of teaching practice

exercise. The students become significant as if highlights the problems controlling teachers in

teaching practice and how these problems can be solved. The result of the finding will be of great

values to the government, students and school administrators, the government will be aware of

the problems student teachers face whenever they go on teaching practice and this enables them

to provide adequate facilities to schools.

It will also contribute a great deal toward teachers’ realization of some problems they are likely

to face during the teaching practice exercise and prepare themselves against the problems before

they go out for the task. This work will also enable the supervisors and teaching practice

organizers to appreciate the problems student teachers face during teaching practices.

1.6 Delimitations of the Study

The study is concerned with investigating attitude to teachers towards learners with learning

difficulties. It is aimed at most basic schools in the Bolgatanga Municipality.

1.7 Limitations of the Study

Like in every human endeavor, the researchers encountered slight constraints while carrying out

the study. The significant constraint was scanty literature on the subject owing to the nature of

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the discourse thus the researcher incurred more financial expenses and much time will required

in sourcing for the relevant materials, literature, or information and in the process of data

collection, which is why the researcher was resort to a limited choice of sample size.

Additionally, the researcher was simultaneously engage in this study with other academic work.

More so, the choice of the sample size was limited as few respondent will be selected to answer

the research instrument hence cannot be generalize to other schools outside Bolgatanga

Municipal. However, despite the constraint that was encountered during the research, all factors

were downplayed in other to give the best and make the research successful.

1.8 Organization of the Study

The research study will be organized into five main chapters. Below is the content of each of the

five chapters that constitutes this research study.

Chapter one will deal with the introduction of the study and it includes background of the study,

problem statement, objective of the study, research questions, significance of the study,

methodology, scope of the study, limitations of the study, as well as the organization of the

research study.

Chapter two will identify and review previous and relevant work done on the topic. It will also

involve the definition of concepts.

Chapter three deal with the research methodology adopted in this study. It deals with population

and research instruments. It will also highlight the study area.

Chapter four present the analysis and discussion of secondary and primary data collected and the

results that will be derived from the analysis of the data.

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Finally, chapter five deals with summary of findings, conclusion and recommendations of the

whole work.

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 CHAPTER TWO

LITERATURE REVIEW
2.0 Overview

This chapter takes extensive survey on relevant related literature on teachers’ attitudes about

students with difficulties in learning. Literature on the pupils with difficulties in learning and

how their teachers relate with them and how to improve their status.

2.1 Introduction
Research has suggested that teachers’ attitudes might be influenced by a number of factors which

are, in many ways, interrelated. For example, in the majority of integration attitude studies

reviewed earlier, responses appeared to vary according to disabling conditions. In other words,

the nature of the disabilities and/or educational problems presented has been noted to influence

teachers’ attitudes. Following the typology developed by Salvia and Munson (1986), these

factors could be termed as ‘child-related’ variables. Moreover, demographic and other

personality factors and their influence on teachers’ attitudes have been examined and this group

of variables could be classified under the heading ‘teacher-related’ variables. Finally, the specific

context/environment has also been found to influence attitudes and these variables can be termed

‘educational environment-related’.

Several early integration studies have been concerned with determining teachers’ attitudes

towards different categories of children with difficulty in learning and their perceived suitability

for integration (it is worth emphasizing here that these studies were investigating teachers’

attitudes towards integration not inclusion, since the latter does not differentiate by category).

Teachers’ concepts of children with difficulty in learning normally consist of types of

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disabilities, their prevalence and the educational needs they exhibit (Clough and Lindsay, 1991).

Generally, teachers’ perceptions could be differentiated on the basis of three dimensions:

physical and sensory, cognitive and behavioral- emotional.

2.2 Child Development

The subject matter of child development has grown exponentially over the last fifty years such

that its study has become a vast multidisciplinary enterprise (Hopkins, 2005). Bruner (2005)

indicates that child development in the last quarter-century has been of general and politically

passionate concern. Child development has therefore become central in broader societal

discussions and policies. Some issues that are publically scrutinized are when and how

‘education’ should start even before a child ever gets to school; what should schools take as their

objective, and in what ways might the larger social environment harm or help a child’s readiness

for later school learning?

The field of child development is multidisciplinary spanning across the domains (social and

natural sciences) of developmental biology, psychology, neuroscience, sociology, medicine and

philosophy. Theories from these specialized domains have shaped pedagogical philosophies and

practices. This has therefore developed the holistic or whole child approach which stresses the

importance of thinking about and behaving towards children as entire individuals with their

varied skills and competencies working in tandem to support their development as a whole

(Lindon, 2010).

Santrock (2005) as cited in Enti (2008), explains that the five periods in a child’s development

follows a sequence. There is the prenatal period, followed by infancy, next early childhood, then

middle childhood and late childhood, and lastly adolescence. The prenatal period which is the

first period is the time from conception to birth, whereas the infancy and toddlerhood which

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spans the period from birth to about three years of age is the second stage. This suggests that the

study of child development can be tackled from any of these stages. This study however focuses

on early childhood. Wenger & Poe (1996) hold the view that by regulating nutrition, stimulation

and other environmental factors, parents and teachers alike can intervene dramatically in

children’s intellectual growth. At the development stages of children, interventions and

stimulations greatly enhance the intellectual growth and development. According to a study

Wenger and Poe conducted at the Heinrich Heine University in Dusseldolf, Germany in 1995,

significant modification of children’s brains through training and conditioning improves

intellectual growth. They indicate that brain growth to its peak occurs in three distinct spurts.

The first growth period begins eight weeks after conception and continues until the thirteenth

week. The second begins ten weeks before birth and continues until age two. The last growth

period, which is the critical years of the child’s development, occurs between conception and age

five. This growth period presents an invaluable window of opportunity during which children

can be properly prepared to give them an unparalleled early advantage.

2.3 Child Development Theories

Theories of child development provide insights into the cognitive, emotional, physical, social

and educational growth that children go through until adulthood. The neuromaturation Al,

constructivist, ethological, learning and psychoanalytical theories are amongst several theoretical

approaches that have defined contemporary developmental science. Kohlberg and Mayer (1972)

as cited in Bowman (1993) outline the major theoretical or philosophical positions in early

childhood education, using the terms romanticism (to describe an inner-directed, maturationist

perspective), cultural transmission (to describe an outer-directed, behaviorist point of view), and

progressivism (for a self-constructed, stage-determined Piagetian position). Theories are

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generated from suppositions which are abstracts that have an explanatory function or a domain of

application. Theories are mostly made up of a mix of principles and propositions that may either

be true or false, allowing the development of models that may or may not fit the domain the

theory addresses. The influence of educational thinkers such as Pestalozzi, Froebel and Maria

Montessori and others have shaped pedagogical approaches to early childhood development.

Bredekamp et al.’s (1992) theoretical principles of child development and learning are critical in

designing developmentally appropriate practice (DAP). Based on the works of Piaget, Vygotsky,

Erickson and several others. They propose that children reach their best when their physical and

psychological needs are met. They further allude to the fact that children learn through play and

social interactions with both peers and adults in constructing their knowledge. They however,

admit human development and learning as not definite but characterized by individual variation

and the child’s own interests and quest for knowledge.

2.4 Early Childhood Education

Early years in the growth of children are critical for the physical and physiological development,

the stimulation of intelligence, personality formation and the instillation of positive social

behavior in children (Report of the President’s Committee on Review of Education Reforms in

Ghana, 2002). Early childhood is defined as the period from birth to eight years. It is a time of

remarkable brain development where foundations are laid for subsequent learning (UNESCO,

2011). It also refers to any organized educational provision outside of the home for children in

the age range of one to seven years. Other frequently used terms include pre-school, early years,

kindergarten, playgroup, nursery, pre-grade one, preparatory year, ‘zero year’ etc. (International

Bureau of Education, 2006).

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According to the Regional Bureau for Education in Africa (BREDA), early childhood education

refers to a holistic and integrated approach to health, nutrition, protection, and education needs

and services (Regional Bureau for Education in Africa, 2010). The Working Group on Early

Childhood Development which brings all the key stakeholders including international partners,

governments, NGOs, experts and academics officially term early childhood education as Early

Childhood Development (ECD).

In Australia, Early Childhood Education and Care (ECEC) services for children below school

age are usually referred to as either child care, children’s services or early childhood services.

ECEC therefore includes the range of formal care and education services for children under

school age and in the early years of school. According to the World Bank (2001), early child

development includes services designed for the physical and intellectual growth of children in

their early years (ages 0-6). These services incorporate day care, pre-school, home visits by

trained professionals, health and nutrition services, and parental education.

2.5 Teaching Strategies in Early Childhood Education

Teaching strategies are methods used in implementing the curriculum are the arranged

interactions of people and materials planned and used by teachers. They include the teacher’s

role, teaching styles, and instructional techniques (Siraj Blatchford, 1998) as cited in Bowman &

Donovan (2000). Teaching strategies are imperative to be adopted in giving children a

resounding foundational training before the commencement of formal education.

2.6 Teachers’ Attitudes And Concerns

Beliefs about disability, ethnicity, attitude and concerns of teachers can influence the practice of

inclusive education, the quality of educational materials and instruction students receive

Teachers’ attitudes and concerns. Many regular education teachers who feel unprepared and

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fearful to work with learners with disabilities in regular classes display frustration, anger and

negative attitude toward inclusive education because they believe it could lead to lower academic

standards (Gary, 1997; Tiegerman-Farber & Radziewicz, 1998). Additionally, access to

resources and specialist support affects teacher confidence and attitudes toward inclusive

education (Bennett, DeLuca, & Bruns, 1997; Wolery, Anthony, Snyder, Werts, & Katzenmeyer,

1997). It is argued that when teachers gain extensive professional knowledge needed to

implement inclusive programmes they may succumb to it (Avramidis, Buylis, & Burden, 2000).

Similarly, LeyRoy and Simpson (1996) reported that as teachers experience with students,

particularly those with special needs intensify, their confidence to teach them is likely to grow

which invariably alter their negative attitudes.

The majority of studies that investigated educators’ concerns and attitude to inclusive education

were conducted in Western countries (D'Alonzo, Giordano, & Vanleeuwen, 1997; Harvey, 1998;

Heflin & Bullock, 1999). Although they provide significant information and scaffolding for

inclusive practice in developing countries, these studies do not adequately address issues that are

relevant to the Ghanaian context. This study is therefore important in examining teachers'

concerns and attitude toward inclusive education in Ghana.

2.7 Teachers’ Attitudes Towards Inclusive Education

A number of studies from both developed and developing countries suggest that teachers’

attitudes are critical to ensuring successful inclusive education (Agbenyega, 2007; Arbeiter &

Hartley, 2002; Forlin, Earle, Loreman & Sharma, 2011; Kuyini & Mangope, 2011). Teacher

preparation courses focusing on attitudinal change towards inclusive education, including the

required knowledge and skills, have produced teachers who are more positive towards the

inclusion of SEN students (Dart, 2006; Forlin & Chambers, 2011; Forlin et al., 2011; Rouse &

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Florian, 2012). Teacher educators’ knowledge, beliefs, attitudes and skills about inclusion have

been identified as crucial to identifying and addressing student teachers’ attitudes within teacher

education programmes towards accepting inclusive teaching ideologies (EADSNE, 2012; Forlin,

2010; Rouse & Florian, 2012). Moreover, studies from both developed and developing countries

have established that teacher educators have supportive attitudes towards inclusive education

(Pinnock & Nicholls, 2012; Tungaraza, 2013).

A recent study showed that Ghanaian public university teachers had a favourable perception of

the inclusion of visually-impaired students and agreed that all children with disabilities can

benefit from inclusion. However, they lacked the capabilities to teach such students (Mamah,

Deku, Darling & Avoke, 2011). Other studies have also observed that some teacher educators

lack knowledge of the underlying values and practices of inclusive education (EADSNE, 2012).

Moreover, some have little experience with SEN pupils and lack experience of inclusive

practices and relevant experiences in inclusive settings (Pinnock & Nicholls, 2012; Rouse &

Florian, 2012).

It is highly recommended that teacher educators model effective inclusive practices to their

student teachers (Coffey International Development, 2012; EADSNE, 2012). However, studies

have shown that that they are unable to translate inclusive principles in training into useful

practical guidance for trainees (Pinnock & Nicholls, 2012) and are uncertain about

demonstrating inclusive practices (Rouse & Florian, 2012). Many have, therefore, argued for

opportunities for the professional development of teacher educators to improve their practical

experiences, knowledge of inclusive teaching approaches, concepts, skills and values (EADSNE,

2012; Mamah et al., 2011; Pinnock & Nicholls, 2012; Rouse & Florian, 2012).

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Further, collaboration, co-teaching and differentiated instruction have been identified as effective

inclusive strategies in providing equitable core curricula access to diverse student bodies,

including those with SEN (Thousand & Santamaria, 2004). Co-teaching is an approach whereby

two or more teachers share responsibility for teaching some or all of the students assigned to a

classroom. It has been found to assist teachers to serve all students fairly and equitably in general

education classrooms (Cramer, Liston, Nevin & Thousand, 2010). Effective parental

involvement in the education of SEN children has been regarded as a critical factor in the success

of inclusive education; therefore, teachers must be trained to work with parents (Witte &

Hornby, 2010). Peer partnership strategies such as peer tutoring, mentorship, peerassisted

learning, cross-age tutoring and peer help in which students team up to support each other for a

common purpose have been found to enhance academic, social and personal development and to

prepare and empower students to transition as productive members within their community (Mc

Neil & Hood, 2005). Other inclusive pedagogical strategies include cooperative learning

approaches and heterogeneous groupings among learners, the development and implementation

of Individual Education Plans (IEP) as a tool to support individual SEN pupils in the classroom

(Davis & Florian, 2004; EADSNE, 2012) and the formulation of learning activities for all

students to develop their autonomy in learning through the adoption of students’ learning styles

and multiple intelligences (Peterson & Hittie, 2003). The use of information and communication

technologies (ICT) and adaptive and assistive technologies also support flexible approaches to

learning, promote greater access to learning opportunities and promote collaborative problem-

solving(EADSNE, 2012). The development of teachers understanding of how to use assistive

technology will enable them to provide effective assistance to students with SEN (Chambers,

2011).

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Initial teacher education courses incorporating the above contents have significantly improved

teachers’ attitudes and self-efficacy perceptions towards including students with a range of

learning needs, resulting in fewer concerns about inclusion (Forlin & Sin, 2010). Studies have

shown that teachers who adopt pedagogies of inclusion promote principles of whole schooling

such as: empowering citizens for democracy, including all, providing authentic, multilevel

instruction, community building, supporting learning and partnering with parents and

communities (Thousand & Santamaria, 2004). It is highly recommended that these effective

inclusive knowledge and strategies permeate all content areas and subjects of the initial teacher

education curriculum (EADSNE, 2012; Nash & Norwich, 2010). Studies from both developed

and developing countries have demonstrated that both teacher educators and teachers prefer this

permeation across subject areas alongside the stand-alone compulsory SEN and inclusion

module. They strongly agree that this combination would improve the inclusion of people with

disabilities in education (Kearns & Shevlin, 2006; Pinnock & Nicholls, 2012) and overcome

difficulties that might arise from varying levels of teacher educator expertise (Winter, 2006).

However, few studies have confirmed the permeation of these areas across other subject areas in

the initial teacher education curriculum (Kearns & Shevlin, 2006; Winter, 2006).

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 CHAPTER THREE

METHODOLOGY

3.0 Introduction
This research is conducted in order to assess teacher’s attitude towards basic school pupils with

learning difficulties in the Upper East Region within the Bolgatanga Municipal. The chapter will

discuss the research design that was employed in carrying out the study. Apart from the research

design, population of the study, research instrument, ethical consideration and the data analysis

procedures will also be discussed.

3.1 Research Design

This research adopted the descriptive survey research design for ascertaining teachers’ attitude

towards pupils with learning difficulties in the Bolgatanga Municipal.

Explanatory research involves collecting data to test hypothesis or to answer questions

concerning the current status of the subject of the study (Gay, 1990). In order to explore the

potential and key issues on the attitude of teachers to student with learning difficulties in the

Bolgatanga municipality, the study will use a quantitative research methodology; which involved

the use of a design questionnaire.

3.2 Population of the Study

According to Burns and Groove (2017), a population is defined as all elements (individuals,

objects, and events) that meet the sample criteria for inclusion in a study. The study population

of this consists of teachers selected within the Bolgatanga municipality. The target population of

the study consisted of staff and early childhood teachers chosen from few basic schools in the

Bolgatanga Municipality. In all, the population size will be 25.

18
3.3 Sampling Technique
The study will use a purposive and convenience sampling technique to select respondents for the

research. Purposive sampling technique will be used to teachers at the schools. The selection of

the sample will be based on the readiness and availability of the respondents. A sample of 25

respondents will purposively be selected to represent the population of the study. A sample size

of 25 will be drawn from the Bolgatanga municipality. A structured technique questionnaire will

be used to collect information for analysis. The use of a structured questionnaire will help the

researchers gain control of the response to have a better understanding of the subject of the

study. The Upper East Region is an excellent tourist destination, offering visitors an exciting

introduction to Ghana. The regional capital, Bolgatanga- locally known as Bolga- has always

been a meeting point for traders from Mali and Burkina Faso traveling south to Temale and

southern Ghana. Other major towns in the region include Navrongo, Paga, Bawku and Zebilla.

3.4 Sample Size

Sampling is a key component of any investigation and involves several considerations. The aim

of most investigations is to obtain information about a staff and stakeholders. A consensus or

sample of the population is taken for analysis.

In this study, a sample size of 25 will be considered adequate for the study. According to Charles

Teddlie and Fen Yu (2007), “the researcher selects cases that are collectively representative of

the population”. They argued further that sample size should be large enough to establish

representativeness. Based on this argument, a sample size of 25 respondents will be considered

adequate for research of this nature.

3.5 Data Collection Tools

Questionnaires will be the main data collection tool that will be used for the study. The

questionnaire will be appropriate because it is assumed that the respondents are literate and for
19
that matter, they were able to respond to the questions unaided. A Questionnaire will facilitate

the collection of data that ensures the best matching of concepts with reality; it will provide the

same responses from a given set of respondents and help reduce inconvenience caused by

unfavorable interview times and busy schedules. The data collected will be analyzed, in all

twenty-five (25) questionnaires based on the objectives of the study is administered. The

questionnaire will both be closed and open-ended type. The questionnaires will personally

administer using the “personal contact” approach where respondents will be approached

personally and explained to in detail about the research, including its purpose, the meaning of the

terms and what is expected of them.

3.6 Data Collection Procedure

Primary data will be used for the study. The primary data will be obtained directly from

respondents through the administration of questionnaires. The primary data provided reliable and

accurate firsthand information relevant to this study the attitude of teachers to pupils with

learning difficulties and other issues necessary for the research. The idea of secondary data is to

gather necessary information to guide the conduct of the study in order to confirm or reject the

primary data.

3.7 Data Analysis

This section deals with the method which was used to analyze the data. Quantitative method is

largely used to analyze data because of its convenience and its objectivity. The results will be

computed into percentages and subsequently presented in the form of pie, bar charts and tables.

Computer data analyses software such as the Microsoft Excel and Statistical Package for Social

Sciences (SPSS) software will be the main tools employed to analyze the data to help interpret

the results. The justification for the choice of the above-mentioned programs is that these

20
techniques facilitate word processing and data analysis as well as accurate pictorial

presentations. The questionnaire will be made up of both open-ended and close-ended questions.

21
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.0 Overview
This study aimed at finding out the attitude of teachers toward school pupils with difficulty in

learning. This chapter presents the results of the study.

4.1 Bio-data results

In response to the questionnaire items, 25 teachers were provided with a set of questions by the

researcher. A total of 13 (52%) male teacher and 12 (48%) female were sampled selected. Also,

the bio-data indicated that, majority (18) of the teachers were within the age range of 25-35 years

and education was represented by a total of 15 (60%) have Diploma, 7 (25%) have 1st Degree, 3

(12%) have 2nd Degree and none of the respondent have above 2nd Degree.

Table 1 below gives a summary of the bio-data of the respondents.

Table 1: Distribution of Bio-data of respondents

Item Options Frequency Percentage

Gender Male 13 52%

Female 12 48%

Age Blow 25 3 12%

25 to 35 18 72%

Above 35 4 16%

Education Diploma 15 60%

1st Degree 7 28%

22
 2nd Degree 3 12%

Above 2nd 0 0%

Degree

4.3 Attitudes of teachers’ towards pupils with learning disabilities

S/N ITEM SA A D SD Total

1 I don’t get frustrated adapting the 9 (36%) 12 (48%) 3 (12%) 1 (4%) 25 (100%)

curriculum to meet the needs of

students with learning difficulties.

2 I am comfortable seeing students with 15 (60%) 10 (40%) 0 (0%) 0 (0%) 25 (100%)

learning with difficulties in the same

classroom with other student

3 Student with learning with difficulties 8 (32%) 10 (40%) 5 (20%) 2 (8%) 25 (100%)

and regular students should be place in

same classroom

4 Student with learning with difficulties 8 (32%) 5 (20%) 9 (36%) 3 (12%) 25 (100%)

do experience rejection from other

classmate in an inclusive education.

5 With necessary support I will include 17 (68%) 5 (20%) 3 (12%) 0 (0%) 25 (100%)

student with learning difficulties to my

classroom

6 I don’t mind using teaching methods 19 (76%) 6 (24%) 0 (0%) 0 (0%) 25 (100%)

and instructional aids peculiar to

student with learning difficulties

23
7 I don’t mind adjusting my 18 (72%) 6 (24%) 1 (45) 0 (0) 25 (100%)

communication techniques to carry

both student with learning difficulties

and other students along in a lesson

8 I will respond to questions of both 18 (72%) 7 (24%) 0 (0%) 0 (0%) 25 (100%)

student with learning with difficulties

and normal student without learning

with difficulties politely

Table 2 showed the attitudes of teachers’ towards pupils with learning difficulties in the upper

east region. The following shows the attitudes of teachers’ towards pupils with learning

difficulties in Bolgatanga Municipal as follows: I don’t get frustrated adapting the curriculum to

meet the needs of students with learning difficulties (48%), I am comfortable seeing students

with learning difficulties in the same classroom with other student(60%), Student with learning

disabilities and regular students should be place in same classroom(40%), Student with learning

difficulties would experience rejection from other classmate in an inclusive education(36%),

With necessary support I will include student with learning difficulties to my classroom(68%), I

don’t mind using teaching methods and instructional aids peculiar to student with learning

difficulties (76%), I don’t mind adjusting my communication techniques to carry both student

with learning difficulties and other students along in a lesson(72%) I will respond to questions of

both student with learning disabilities and normal student without disability politely (72%).

Percentages in brackets show the majority of teachers respond on Table 2 above. This implies

that the attitude of teachers’ towards pupils with learning difficulties in Bolgatanga Municipal is

positive.

24
4.4 Challenges Teachers Face when Teaching Pupils with Learning Difficulties

4.4.1 Bad Behavior of Pupils

Bad Behavior of Pupils

60%

50%

40%

30% Bad Behavior of Pupils

20%

10%

0%
YES NO I DON'T KWON

Figure 4.1

Figure 4.1 above shows that the results of bad behaviors of pupils in the Bolgatanga Municipal,

the respondent said no to this which indicates that most of the student with learning difficulties

does not really have bad behaviors or their learning difficulties do not come from bad behaviors.

25
4.4.2 Time Consuming on Pupils with Learning Difficulty

Time Consuming on Pupils with Learning

Difficulty
Time Consuming on Pupils with Learning Difficulty

76%

16%
8%

YES NO I DON'T KWON

Figure 4.2

Time consuming seem to be a bad factor dealing with pupils with learning difficulties as

majority of the respondent indicated that yes dealing with pupils with learning difficulties is time

consuming in the Bolgatanga Municipal reading from figure 4.2.

4.4.3 Lack of Learning Materials

Lack of Learning Materials

YES NO I DON'T KWON

8%
36%
56%

26
Figure 4.3

Lack of learning materials is also an alarming matter. It can be seen in figure 4.3 as majority of

the respondent have indicated that yes there are lack of learning material in the Bolgatanga

Municipal

4.4.4 Lack of Parental Support

Lack of Parental Support

I DON'T KWON

NO

YES

0% 20% 40% 60% 80%

YES NO I DON'T KWON

Lack of Parental Support 72% 8% 20%

Figure 4.4

From figure 4.4, 20% said no to the statement that, there are lack of parental support to help

pupils with learning difficulties, 8% said no to this statement and 72% which is the majority said

yes to the statement. This indicates that the is a need to create the awareness of the parents on

how important it is to give their support to help teachers help student with learning difficulties.

27
4.4.5 Keep up to New Technology

Keep up to New Technology

32%
YES
48% NO
I DON'T KWON

20%

Figure 4.5

Finally in figure 4.5 respondent were ask on if they keep up to new technology in the Bolgatanga

Municipality and majority of them answered no. this indicates that both teachers and pupils are

lacking behind in the future generation.

28
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Overview
This chapter presents the summary of findings and make some recommendations based upon the

findings of the study and its application to the attitude of teachers to student with learning

difficulties in the Bolgatanga Municipal. The aim of this research was:

 Investigate the problems faced by teachers dealing with pupils with learning difficulties

in the Bolgatanga Municipal

 Examine the various methods adopted by teachers dealing with pupils with learning

difficulties in the Bolgatanga Municipal.

 Suggest possible solutions to problems of teachers dealing with pupils this learning

difficulty

The research used a quantitative method approach for data collection techniques for data

collection.

5.1 Summary
The study's initial findings showed that teachers in Bolgatanga Municipal have a good attitude

toward pupils with learning difficulties. This may be because teachers have grown to have a

positive attitude toward kids with learning difficulties. This result is consistent with a study by

Osi (2021), which found that teachers typically had a favorable attitude toward including

children with learning difficulties. It is believed that the absence of funding for extra programs

that would enhance the education of pupils with learning difficulties and the necessity of teacher

in special needs education have had an impact on teachers' attitudes.

29
5.2 Conclusion
The study's finding indicated that there is no gender-based difference in teachers' attitudes

toward pupils with learning difficulties settings. This finding is consistent with research by Offor

and Akinlosotu (2017), who found that teachers' attitudes toward students with learning

difficulties are not sex-based. Similar studies by Abou Galalah (2009), AlMuhairi (2008),

Kalyva (2007), and Suwayti (2016) revealed that there is no discernible difference between

instructors' attitudes toward inclusion and their gender.

According to the third finding of this study, there are no significant differences between teachers'

attitudes toward pupils with learning difficulties in inclusive settings based on experience. This is

because teachers' years of experience have no bearing on their attitudes. This finding is

consistent with the findings of a study by Woodcock (2013), who found no differences between

teachers' attitudes based on experience working with students who have particular learning

disabilities. According to Offor and Akinlosotu's (2017) research, people's attitudes are

unaffected by their sex or years of experience.

Finally, the results demonstrated that there is no significant difference in teachers' attitudes

toward pupils with learning difficulties in an inclusive setting based on reasons for qualification

because teachers' qualifications have no bearing on their attitudes toward students with learning

disabilities. This is consistent with a research by Osi (2021) The data indicate that the inclusion

of students with learning disabilities was not significantly impacted by the teacher's gender,

experience, education, or marital status.

5.3 Recommendations
Based on the findings of this study the following recommendation was made:

30
The Ministry of Education ought to include a number of special education and inclusive

education courses into college and university training programs so that all newly graduated

teachers will have the chance to expand their special education knowledge and expertise. As a

result, teachers will be better able to support children with learning difficulties in the regular

educational program by having favorable attitudes toward them. In order to expand the

knowledge and abilities of seasoned instructors, schools should also work with universities and

the local educational bureau to offer on-the-job training.

The success of pupils is heavily reliant on how supportive schools are of both mainstream pupils

and those with learning difficulties. Therefore, schools should focus more on teaching all of their

instructors how to accept, appreciate, value, and respond to diversity through ongoing

professional development. As a result, staff members are better able to approach the program and

kids with learning difficulties with a positive attitude.

Experienced teachers should work collaboratively and cooperatively with the young teachers

sharing ideas and information about special needs/inclusive education, and arrange ongoing

support for students with learning difficulties.

To include a special needs education course in the curriculum of teachers training program at

colleges or universities, and providing training in the pre-service and in-service program for new

graduates and experienced teachers respectively in order to scale up their knowledge and skills

about special needs education.

31
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 APPENDICES

INTERVIEW SCHEDULE FOR WORKERS AT LESKEN LIMITED

I am a student of Jackson College of Education, working on my project work in pursuit of
Bachelor of Education. This interview schedule is to help me collect data towards achieving this
academic pursuit. All respondents are assured that their identification would be always protected
and the responses treated as confidential and used mainly for academic purposes. Kindly answer
the questions as objectively as possible since the success of the research depends on your sincere
responses. Thank you.
Section A: Demographic characteristics of respondent
1. What is your Age ranged? A. Less than 25 [ ] B. 25-35 [ ] C. 35 and above [ ]
2. Marital status of respondent A. Single [ ] B. Married [ ] C. Divorced [ ] D.
Widowed [ ]
3. Gender A. male [ ] B. female [ ]
4. Highest level of education obtained: A. Diploma [ ] B. 1st Degree [ ] C. 2nd Degree [ ] D.
Above 2nd Degree [ ]
SECTION C: Attitude of teachers towards pupils with difficulties in learning.
Please respond based on your understanding and experience to the attitude of teaches to pupils
with difficulty in learning.
Where;
SA– Strongly Agreed
A– Agreed
D– Disagreed
SD– Strongly Disagreed
SA A D SD
5. I don’t get frustrated adapting the curriculum to meet the needs of
students with learning difficulties.
6. I am comfortable seeing students with learning with difficulties
in the same classroom with other student
7. Student with learning with difficulties and regular students
should be place in same classroom
8. Student with learning with difficulties do experience rejection
from other classmate in an inclusive education.

37
9. With necessary support I will include student with learning
difficulties to my classroom
10. I don’t mind using teaching methods and instructional aids
peculiar to student with learning difficulties
11. I don’t mind adjusting my communication techniques to carry
both student with learning difficulties and other students along in
a lesson
12. I will respond to questions of both student with learning with
difficulties and normal student without learning with difficulties
politely

SECTION D: Challenges faced by teachers dealing with pupils with difficulty in learning
Please pick form one on the challenges you face when dealing with pupils with difficulty in
learning.
Where;
1 - yes
2 - no
3 – I don’t know
1 2 3
13. Bad Behavior of Pupils

14. Time Consuming on Pupils with Learning Difficulty

15. Lack of Learning Materials

16. Lack of Parental Support

17. Keep up to New Technology

Please State other factors affecting lead times and operational performance.
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
Thank you for your time.

38