Material Factors as Determinants of Teacher Behaviour towards Inclusion of Kindergarteners with Disabilities in the Sissala East Municipality

This study focused on examining material factors as determinants of teacher behaviour towards the inclusion of kindergarteners with disabilities in the Sissala East Municipality. It employed an exploratory case study design. Purposive and convenience sampling techniques were employed to sample participants. A semi-structured interview and an observational checklist were administered to a sample of twenty-one (21) participants comprising eight (8) kindergarten teachers and ten (13) headteachers. The interview data were analyzed thematically while the checklist was content analysed. It emerged from the study that Participants expressed varying views regarding inclusion of children with special needs in kindergarten centres. According to the study, one of the factors influencing the integration of children who have impairments is the availability of teaching and learning tools. It was suggested that important stakeholders, including the Ghana Education Service (GES) and the Special Education Division of the Ministry of Education, hold frequent refresher courses on the prevalence of children with additional needs in inclusive schools in the Sissala East Municipality in order to improve teachers’ positive behavior and attitudes regarding the inclusion of children with additional needs. To ensure the inclusion of children with additional needs, developmentally appropriate support services should be supplied by organizations that focus on children with additional needs.