Autism Spectrum Disorder (ASD) is a topic of significant scholarly interest due to its complexity and implications for inclusive education. This study explores the challenges faced by teachers in implementing inclusive education for children with autism (CWAs) in Ghana. It examines the support systems available to CWAs and highlights the barriers educators encounter in inclusive classrooms. Utilizing a quantitative approach, data were collected from a sample of 70 participants, including 30 teachers, 10 teacher aides and 30 CWAs, through structured questionnaires. The findings reveal that while the case study school has implemented structural and environmental adaptations to support CWAs, significant challenges persist. These include inadequacies in the inclusive curriculum, negative societal attitudes towards CWAs, and limited parental involvement. The study underscores the need for targeted interventions such as enhancing teacher training, revising the inclusive education policy, providing specialized resources, and engaging in campaigns to promote public awareness in inclusive education. The study’s recommendations aim to create a more supportive learning environment for CWAs—one that addresses systemic barriers including the provision of equitable educational opportunities, improvement in infrastructure, and continuous professional development for special need educators.
Cite this paper
Awuma, J. , Nyamalor, S. A. and Dzage, E. J. (2024). Navigating Autism in Inclusive Classrooms: Exploring Teacher Perspectives from Ghana. Open Access Library Journal, 11, e1258. doi: http://dx.doi.org/10.4236/oalib.1111258.
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