Inclusive classroom situation
principles (ICSPs) are specially targeted at
enhancing the ability of the special needs
learners to learn in inclusive schools that
are predominantly staffed by non-special
education teachers. This study examines
teachers' awareness of, and preparedness
to implement ICPs in teaching in inclusive
basic schools in Winneba, Ghana. A
descriptive design involving a survey
conducted on 41 purposively selected
teachers from two inclusive basic schools
in Winneba. A researcher-designed
instrument-Teachers' Awareness of, and
Preparedness to Implement ICPs
(TAPIICSPs) (Cronbach alpha = .76
Awareness, .94 preparedness) was used for
data collection. Percentage analysis of data
generated showed that: all the teachers
generally have different combinations of
awareness levels, including very low, low,
moderate, high and very high ICSPs; the
qualified teachers, though deficient in fewer
awareness level of ICSPs , tend to be
comparatively higher in awareness level
than their unqualified counterparts; the
preparedness level of teachers to implement
ICSPs is also eclectic but comparatively
higher in qualified than unqualified teachers.
Therefore it was recommended among
others, that in-service awareness and
capacity building workshops on inclusive
teaching strategies be organized for all the
teachers, while the unqualified are
recommended for study leave for
Postgraduate Diploma in Special Education
to bring their awareness of, and
preparedness to use ICSPs in
teaching special needs learners in inclusive
basic schools to functional level.