Teachers` implementation of Inclusive Education in Ghanaian primary schools: An insight into government policy and practice

The study reported in this paper is the examination of teachers’ experiences of the implementation of Inclusive Education in two districts in Ghana, Bole in the north and New Juabeng in the south in ten primary and junior secondary schools.Using the framework of Ntombela (2009, 2011) and Torombe (2013) this article replicates their study in new setting - Ghana. Employing both quantitative and qualitative data analyses procedures, the study found...