Assessing Ghanaian Senior High School Mathematics Teachers Awareness and Use of Inclusive Education Practices in their Mathematics Classrooms

Abstract Book of the 10th World Conference on Teaching and Education

Year: 2026

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Assessing Ghanaian Senior High School Mathematics Teachers Awareness and Use of Inclusive Education Practices in their Mathematics Classrooms

Dr. Richard Asumadu oppong

ABSTRACT:

The current curriculum for the Ghanaian senior high schools has shifted from the objective base system to standard base style of learning where students are expected to achieve a certain form of standards. This form of curriculum means that teachers are to bring every student on board so that the minimum standard can be achieved by all students. The study assesses the Ghanaian Senior High School (SHS) mathematics teachers’ awareness of inclusive education and how inclusive education is practiced in the Ghanaian senior high school mathematics classrooms. The study employed a descriptive survey that used a structured questionnaire to collect data from SHS mathematics teachers about their awareness of inclusivity and how they use inclusive mathematics education practices in their classrooms. A sequential explanatory mixed methods design was employed with a sample of 390 mathematics teachers from various senior high schools in Ghana selected conveniently and purposefully (during an internship programme for undergraduate students). The teachers who were willing to participate in the study were made to complete the questionnaire designed on teachers’ awareness and use of inclusivity. The study revealed that mathematics teachers in senior high schools are partially aware of inclusive mathematics education and sparingly use inclusive practices in their classrooms intentionally. Approximately 59% of the mathematics teachers sparingly use inclusive education strategies in their mathematics classrooms. It is therefore recommended that various stakeholders of education should put measures in place to organize training on inclusive mathematics education to upgrade in-service mathematics teachers’ knowledge on inclusivity. Also, mathematics teacher education programmes should be reviewed to include inclusive mathematics education concepts and practices so that mathematics teachers from various institutions would be equipped to practice inclusivity in their mathematics classroom.

Keywords: Ghana Education Service; Inclusivity; Inclusive mathematics education; mathematics teachers’ awareness; objective based curriculum; standard based curriculum