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Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana

机译：融合教育：加纳对视障学生，无障碍学生和老师的看法

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The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participantsa?? own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.
机译：这项研究的目的是调查视障学生，他们的无障碍同伴和教师对融合教育的看法，重点是加纳东部地区的第二周期教育机构，对视障者实施融合教育。在这项研究中，我们从全纳学校的23名视障学生，27名残障学生和19名教师中收集了数据。通过半结构化深度访谈收集数据。该研究遵循现象学方法，报告了参与者的发现a？自己的话。研究结果表明，视力障碍的学生和一些老师支持包容，而一些无残疾的学生则不喜欢这种做法。一些教师指出，全纳教育的思想是确保平等受教育机会的好方法。该研究得出的结论是，加纳学校的加纳教师应接受培训，以培训残疾学生。

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