Attitudes Constraining the Inclusion of People with Disabilities in a Ghanaian Public University: Student and Staff Perspective
Keywords:
Attitudes, inclusion, people with disabilities, Ghanaian public university
Abstract
Attitudes are fundamental to the inclusion of students with disabilities in higher education. This study explored the perspectives of students and staff regarding the attitudes that hinder the inclusion of students with disabilities in a Ghanaian university. A qualitative methodology was employed, with data collected through interviews with 13 respondents, including seven university lecturers and six students with disabilities. These data were analysed and presented thematically. From the perspective of these respondents, the attitudes that influence the inclusion of students with disabilities in the university community are: preconceived ideas and mindsets, offensive remarks and comments, and undesirable patterns of behaviour and actions. It was recommended that tools such as comprehensive awareness raising, continuous contact and participation in university activities, and integrating attitudes and beliefs into professional preparation and development programmes be used to combat these negative attitudes. It was concluded that the identification and implementation of programmes, guidelines, and procedures that may bring about fundamental attitudinal change are essential for successfully including people with disabilities in higher education institutions (HEIs).
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References
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2. Agbenyega, J. S., Deppeler, J., Harvey, D. (2005). Attitudes towards inclusive education in Africa scale (ATIAS): An instrument to measure teachers' attitudes towards inclusive education for students with disabilities. Journal of Research and Development in Education, 5, 1-15.
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5. Anthony, J. (2011). Conceptualising disability in Ghana: Implications for EFA and inclusive education. International Journal of Inclusive Education, 15(10), 1073-1086. https://doi.org/10.1080/13603116.2011.555062
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14. Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
15. Budu, J. (2016). Making commitment concrete: Policy and practice in access to higher education in Ghana. In G. Atherton (Ed.), Access to higher education: Understanding global inequalities (pp. 151-163). Palgrave. https://doi.org/10.1057/978-1-137-41190-7_12
16. Cochran-Smith, M. (2010). Toward a theory of teacher education for social justice. In Second international handbook of educational change (pp. 445-467). Springer.
17. Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge.
18. Connolly, P. (1998). Dancing to the wrong tune: Ethnography generalization and research on racism in schools. In P. Connolly & B. Troyna (Eds.), Researching racism in education: Politics, theory, and practice (pp. 122 -139). Open University Press.
19. Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications.
20. Costea-Bărluţiu, C., & Rusu, A. S. (2015). A preliminary investigation of Romanian university teachers' attitudes towards disabilities–A premise for inclusive interaction with students with disabilities. Procedia-Social and Behavioral Sciences, 209, 572-579. https://doi.org/10.1016/j.sbspro.2015.11.289
21. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage.
22. Cypress, B. S. (2017). Rigor or reliability and validity in qualitative research: Perspectives, strategies, reconceptualization, and recommendations. Dimensions of Critical Care Nursing, 36(4), 253-263. https://doi.org/10.1097/DCC.0000000000000253
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24. Dowrick, P. W., Anderson, J., Heyer, K., & Acosta, J. (2005). Postsecondary education across the USA: Experiences of adults with disabilities. Journal of Vocational Rehabilitation, 22(1), 41-47.
25. Ebersold, S., & Evans, P. (2003). Disability in higher education. OECD.
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29. Gillies, J., & Dupuis, S. L. (2013). A framework for creating a campus culture of inclusion: A participatory action research approach. Annals of Leisure Research, 16(3), 193-211. https://doi.org/10.1080/11745398.2013.832646
30. Gilson, C. B., Gushanas, C. M., Li, Y., & Foster, K. (2020). Defining inclusion: Faculty and student attitudes regarding postsecondary education for students with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 58(1), 65-81. https://doi.org/10.1352/1934-9556-58.1.65
31. Government of Ghana. 2013. Ghana's Constitution of 1992 with Amendments through 1996. Government of Ghana, Comparative Constitutions Project. http://extwprlegs1.fao.org/docs/pdf/gha129754.pdf
32. Hayashi, R., & May, G. E. (2011). The effect of exposure to a professor with a visible disability on students' attitudes toward disabilities. Journal of social work in disability & rehabilitation, 10(1), 36-48. https://doi.org/10.1080/1536710X.2011.546300
33. Helena-Martins, M., Borges, M. L., & Gonçalves, T. (2018). Attitudes towards inclusion in higher education in a Portuguese university. International Journal of Inclusive Education, 22(5), 527-542. https://doi.org/10.1080/13603116.2017.1377299
34. Jameel, S. S. (2011). Disability in the context of higher education: Issues and concerns in India. Electronic Journal for Inclusive Education, 2(7), 3.
35. Johnson, B. R., & Christensen, L. (2014). Educational research: Quantitative, qualitative, and mixed approaches (5th ed.). Sage.
36. Jones, R. L., & Guskin, S. (1984). Attitudes and attitude change in special education. In R. L. Jones (Ed.), Attitudes and Attitude Change in Special Education: Theory and Practice. (pp. 1 - 20). The Council for Exceptional Children.
37. Kuyini, A. B. (2014). Special education today in Ghana. Special Education International Perspectives: Practices Across the Globe, 28, pp. 431-469. https://doi.org/10.1108/S0270-4013_2014_0000028021
38. Lewis, J., & Nicholls, M. C. (2014). Design issues. In J. Ritchie, J. Lewis, M. C. Nicholls, & R. Ormston (Eds.), Qualitative research practice: A guide for social science students & researchers. Sage.
39. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage. https://doi.org/10.1016/0147-1767(85)90062-8
40. MacFarlane, K., & Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46-52. https://doi.org/10.1016/j.tate.2012.08.006
41. McGregor, S. J. R. (2003). Attitude of students towards peers with disabilities: The effect of including students from an education support centre in an inclusive middle school setting. [Honours Thesis, Edith Cowan University]. https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1355&context=theses_hons
42. Mensah, M. A. (2020). Higher education access and participation for persons with disability in Ghanaian public universities. [Doctoral Thesis, Edith Cowan University, Australia]. https://ro.ecu.edu.au/theses/2364
43. Ministry of Education, Ghana. 2015. Inclusive Education Policy. Accra, Ghana: Ministry of Education. https://sapghana.com/data/documents/Inclusive-Education-Policy-official-document.pdf
44. Morley, L., & Croft, A. (2011). Agency and advocacy: Students with disabilities in higher education in Ghana and Tanzania. Research in Comparative and International Education, 6(4), 383-399. https://doi.org/10.2304/rcie.2011.6.4.383
45. Naami, A., & Hayashi, R. (2012). Perceptions about disability among Ghanaian university students. Journal of social work in disability & rehabilitation, 11(2), 100-111. https://doi.org/10.1080/1536710X.2012.677616
46. Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847. https://doi.org/10.1177/1609406917733847
47. Parchomiuk, M. (2015). Value preferences of teachers and their attitudes towards individuals with disabilities. International Journal of Disability, Development and Education, 62(3), 276-287. https://doi.org/10.1080/1034912X.2015.1020919
48. Patton, M. Q. (2015). Qualitative research and methods: Integrating theory and practice. Sage Publications.
49. Rao, S. (2004). Faculty attitudes and students with disabilities in higher education: A literature review. College Student Journal, 38(2), 191-199.
50. Republic of Ghana. (2006). Persons with Disability Act 2006, Act 715. http://www.gfdgh.org/GHANA%20DISABILITY%20ACT.pdf
51. Shaddock, A., MacDonald, N., Hook, J., Giorcelli, L., & Arthur-Kelly, M. (2009). Disability, diversity and tides that lift all boats: Review of special education in the ACT. Chiswick, NSW: Services Initiatives. https://trove.nla.gov.au/version/180397523
52. Shannon, C. D., Schoen, B., & Tansey, T. N. (2009). The effect of contact, context, and social power on undergraduate attitudes toward persons with disabilities. Journal of Rehabilitation, 75(4).
53. Shippy, R. (2015). Peer support and Inclusion for Individuals with disabilities: Benefits for everyone. [Grand Valley State University. Allendale, Michigan]. https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1517&context=honorsprojects
54. Slee, R., Hughes, K., & Fuscaldo, G. (2014). Experiences of students with disabilities and long term illnesses at VU: What helps? What hinders? The Victoria Institute. http://vuir.vu.edu.au/31372/1/Experiences%2520of%2520students%2520with%2520disabilities%2520%2526%2520long%2520term%2520illnesses%2520at%2520VU%2528Web7%2529.pdf
55. Taherdoost, H. (2016). Sampling methods in research methodology: How to choose a sampling technique for research. International Journal of Academic Research in Management (IJARM), 5(2), 18 - 27. https://doi.org/10.2139/ssrn.3205035
56. Thompson, D., Fisher, K. R., Purcal, C., Deeming, C., & Sawrikar, P. (2012). Community attitudes to people with disability: scoping project. [SSRN 2014423]. https://ssrn.com/abstract=2014423 or https://doi.org/10.2139/ssrn.2014423
57. Triandis, H., Adamopoulos, J., & Brinberg, D. (1984). Perspectives and issues in the study of attitudes. In R. L. Jones (Ed.), Attitudes and attitude change in special education: Theory and practice (pp. 21-40). The Council for Exceptional Children.
58. UNESCO. (1999). Provisions for students with disability in higher education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000128761
59. UNESCO. (2009). Policy Guidelines on inclusion in education. UNESCO. http://unesdoc.unesco.org/images/0017/001778/177849e.pdf
60. UNICEF. (2014). Legislation and policies for inclusive education: Webinar 3, Companion Technical Booklet. UNICEF. https://www.medbox.org/legislation-and-policies-for-inclusive-education-webinar-3-companion-technical-booklet/preview
61. Yin, R. K. (2014). Case study research design and methods (5th ed.). Sage.
62. Yuker, H. E. (1988). Attitudes toward persons with disabilities. Springer Publishing Co.
63. Zafrir, E. (2016). Attitudes towards Students with disabilities in higher education, is there any change? European Proceedings of Social & Behavioural Sciences [EpSBS] (4th ed), (pp. 640 – 647). UK Future Academy. http://dx.doi.org/10.15405/epsbs.2016.12.79.
2. Agbenyega, J. S., Deppeler, J., Harvey, D. (2005). Attitudes towards inclusive education in Africa scale (ATIAS): An instrument to measure teachers' attitudes towards inclusive education for students with disabilities. Journal of Research and Development in Education, 5, 1-15.
3. Agbenyega, J. S. (2007). Examining teachers' concerns and attitudes to inclusive education in Ghana. International Journal of whole schooling, 3(1), 41-56.
4. Amanze, J. N. (2019). The mission of the church to people with disabilities in Southern and Central Africa: An appraisal. International Review of Mission, 108(1), 124-135. https://doi.org/10.1111/irom.12267
5. Anthony, J. (2011). Conceptualising disability in Ghana: Implications for EFA and inclusive education. International Journal of Inclusive Education, 15(10), 1073-1086. https://doi.org/10.1080/13603116.2011.555062
6. Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. K. (2005). Introduction to research in education. Wadsworth Publishing.
7. Asiedu, A. M., Hadjah, T. M., & Tei-Doe, I. O. (2018). Tertiary education for persons with disability: The role of office of students with special needs at the University of Ghana. Lancaster University Ghana Journal on Disability, 1, 85 - 103.
8. Avoke, M., & Avoke, S. K. (2004). Inclusion, rehabilitation, and transition services in special education. University of Education Winneba, Ghana: Department of Special Education
9. Bandura, A. (1977). Social learning theory. Prentice-Hall, Inc
10. Bandura, A. (1986). Social foundations of thought and action. Prentice-Hall.
11. Best, J. W., & Kahn, J. V. (2006). Research in education (10th ed.). Allyn and Bacon.
12. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
13. Bruno, B., & Fangnwi, M. L. (2019). Effect of peer attitude on personality and psychological well-being of persons with physical disabilities in Buea municipality. Greener Journal of Psychology and Counselling, 3(1), 09 -19. https://doi.org/10.15580/GJPC.2019.1.010919008
14. Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
15. Budu, J. (2016). Making commitment concrete: Policy and practice in access to higher education in Ghana. In G. Atherton (Ed.), Access to higher education: Understanding global inequalities (pp. 151-163). Palgrave. https://doi.org/10.1057/978-1-137-41190-7_12
16. Cochran-Smith, M. (2010). Toward a theory of teacher education for social justice. In Second international handbook of educational change (pp. 445-467). Springer.
17. Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge.
18. Connolly, P. (1998). Dancing to the wrong tune: Ethnography generalization and research on racism in schools. In P. Connolly & B. Troyna (Eds.), Researching racism in education: Politics, theory, and practice (pp. 122 -139). Open University Press.
19. Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications.
20. Costea-Bărluţiu, C., & Rusu, A. S. (2015). A preliminary investigation of Romanian university teachers' attitudes towards disabilities–A premise for inclusive interaction with students with disabilities. Procedia-Social and Behavioral Sciences, 209, 572-579. https://doi.org/10.1016/j.sbspro.2015.11.289
21. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage.
22. Cypress, B. S. (2017). Rigor or reliability and validity in qualitative research: Perspectives, strategies, reconceptualization, and recommendations. Dimensions of Critical Care Nursing, 36(4), 253-263. https://doi.org/10.1097/DCC.0000000000000253
23. Denzin, N. K., & Lincoln, Y. S. (1994). Strategies of qualitative inquiry. Sage.
24. Dowrick, P. W., Anderson, J., Heyer, K., & Acosta, J. (2005). Postsecondary education across the USA: Experiences of adults with disabilities. Journal of Vocational Rehabilitation, 22(1), 41-47.
25. Ebersold, S., & Evans, P. (2003). Disability in higher education. OECD.
26. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
27. Evans, N. J., Broido, E. M., Brown, K. R., & Wilke, A. K. (2017). Disability in higher education: A social justice approach. John Wiley & Sons.
28. FOTIM. (2011). Disability in higher education project report. FOTIM. http://www.students.uct.ac.za/usr/disability/reports/annual_report_10_11.pdf
29. Gillies, J., & Dupuis, S. L. (2013). A framework for creating a campus culture of inclusion: A participatory action research approach. Annals of Leisure Research, 16(3), 193-211. https://doi.org/10.1080/11745398.2013.832646
30. Gilson, C. B., Gushanas, C. M., Li, Y., & Foster, K. (2020). Defining inclusion: Faculty and student attitudes regarding postsecondary education for students with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 58(1), 65-81. https://doi.org/10.1352/1934-9556-58.1.65
31. Government of Ghana. 2013. Ghana's Constitution of 1992 with Amendments through 1996. Government of Ghana, Comparative Constitutions Project. http://extwprlegs1.fao.org/docs/pdf/gha129754.pdf
32. Hayashi, R., & May, G. E. (2011). The effect of exposure to a professor with a visible disability on students' attitudes toward disabilities. Journal of social work in disability & rehabilitation, 10(1), 36-48. https://doi.org/10.1080/1536710X.2011.546300
33. Helena-Martins, M., Borges, M. L., & Gonçalves, T. (2018). Attitudes towards inclusion in higher education in a Portuguese university. International Journal of Inclusive Education, 22(5), 527-542. https://doi.org/10.1080/13603116.2017.1377299
34. Jameel, S. S. (2011). Disability in the context of higher education: Issues and concerns in India. Electronic Journal for Inclusive Education, 2(7), 3.
35. Johnson, B. R., & Christensen, L. (2014). Educational research: Quantitative, qualitative, and mixed approaches (5th ed.). Sage.
36. Jones, R. L., & Guskin, S. (1984). Attitudes and attitude change in special education. In R. L. Jones (Ed.), Attitudes and Attitude Change in Special Education: Theory and Practice. (pp. 1 - 20). The Council for Exceptional Children.
37. Kuyini, A. B. (2014). Special education today in Ghana. Special Education International Perspectives: Practices Across the Globe, 28, pp. 431-469. https://doi.org/10.1108/S0270-4013_2014_0000028021
38. Lewis, J., & Nicholls, M. C. (2014). Design issues. In J. Ritchie, J. Lewis, M. C. Nicholls, & R. Ormston (Eds.), Qualitative research practice: A guide for social science students & researchers. Sage.
39. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage. https://doi.org/10.1016/0147-1767(85)90062-8
40. MacFarlane, K., & Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46-52. https://doi.org/10.1016/j.tate.2012.08.006
41. McGregor, S. J. R. (2003). Attitude of students towards peers with disabilities: The effect of including students from an education support centre in an inclusive middle school setting. [Honours Thesis, Edith Cowan University]. https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1355&context=theses_hons
42. Mensah, M. A. (2020). Higher education access and participation for persons with disability in Ghanaian public universities. [Doctoral Thesis, Edith Cowan University, Australia]. https://ro.ecu.edu.au/theses/2364
43. Ministry of Education, Ghana. 2015. Inclusive Education Policy. Accra, Ghana: Ministry of Education. https://sapghana.com/data/documents/Inclusive-Education-Policy-official-document.pdf
44. Morley, L., & Croft, A. (2011). Agency and advocacy: Students with disabilities in higher education in Ghana and Tanzania. Research in Comparative and International Education, 6(4), 383-399. https://doi.org/10.2304/rcie.2011.6.4.383
45. Naami, A., & Hayashi, R. (2012). Perceptions about disability among Ghanaian university students. Journal of social work in disability & rehabilitation, 11(2), 100-111. https://doi.org/10.1080/1536710X.2012.677616
46. Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847. https://doi.org/10.1177/1609406917733847
47. Parchomiuk, M. (2015). Value preferences of teachers and their attitudes towards individuals with disabilities. International Journal of Disability, Development and Education, 62(3), 276-287. https://doi.org/10.1080/1034912X.2015.1020919
48. Patton, M. Q. (2015). Qualitative research and methods: Integrating theory and practice. Sage Publications.
49. Rao, S. (2004). Faculty attitudes and students with disabilities in higher education: A literature review. College Student Journal, 38(2), 191-199.
50. Republic of Ghana. (2006). Persons with Disability Act 2006, Act 715. http://www.gfdgh.org/GHANA%20DISABILITY%20ACT.pdf
51. Shaddock, A., MacDonald, N., Hook, J., Giorcelli, L., & Arthur-Kelly, M. (2009). Disability, diversity and tides that lift all boats: Review of special education in the ACT. Chiswick, NSW: Services Initiatives. https://trove.nla.gov.au/version/180397523
52. Shannon, C. D., Schoen, B., & Tansey, T. N. (2009). The effect of contact, context, and social power on undergraduate attitudes toward persons with disabilities. Journal of Rehabilitation, 75(4).
53. Shippy, R. (2015). Peer support and Inclusion for Individuals with disabilities: Benefits for everyone. [Grand Valley State University. Allendale, Michigan]. https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1517&context=honorsprojects
54. Slee, R., Hughes, K., & Fuscaldo, G. (2014). Experiences of students with disabilities and long term illnesses at VU: What helps? What hinders? The Victoria Institute. http://vuir.vu.edu.au/31372/1/Experiences%2520of%2520students%2520with%2520disabilities%2520%2526%2520long%2520term%2520illnesses%2520at%2520VU%2528Web7%2529.pdf
55. Taherdoost, H. (2016). Sampling methods in research methodology: How to choose a sampling technique for research. International Journal of Academic Research in Management (IJARM), 5(2), 18 - 27. https://doi.org/10.2139/ssrn.3205035
56. Thompson, D., Fisher, K. R., Purcal, C., Deeming, C., & Sawrikar, P. (2012). Community attitudes to people with disability: scoping project. [SSRN 2014423]. https://ssrn.com/abstract=2014423 or https://doi.org/10.2139/ssrn.2014423
57. Triandis, H., Adamopoulos, J., & Brinberg, D. (1984). Perspectives and issues in the study of attitudes. In R. L. Jones (Ed.), Attitudes and attitude change in special education: Theory and practice (pp. 21-40). The Council for Exceptional Children.
58. UNESCO. (1999). Provisions for students with disability in higher education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000128761
59. UNESCO. (2009). Policy Guidelines on inclusion in education. UNESCO. http://unesdoc.unesco.org/images/0017/001778/177849e.pdf
60. UNICEF. (2014). Legislation and policies for inclusive education: Webinar 3, Companion Technical Booklet. UNICEF. https://www.medbox.org/legislation-and-policies-for-inclusive-education-webinar-3-companion-technical-booklet/preview
61. Yin, R. K. (2014). Case study research design and methods (5th ed.). Sage.
62. Yuker, H. E. (1988). Attitudes toward persons with disabilities. Springer Publishing Co.
63. Zafrir, E. (2016). Attitudes towards Students with disabilities in higher education, is there any change? European Proceedings of Social & Behavioural Sciences [EpSBS] (4th ed), (pp. 640 – 647). UK Future Academy. http://dx.doi.org/10.15405/epsbs.2016.12.79.
Published
2022-07-31
How to Cite
Mensah, M. A. (2022). Attitudes Constraining the Inclusion of People with Disabilities in a Ghanaian Public University: Student and Staff Perspective. European Scientific Journal, ESJ, 18(22), 85. https://doi.org/10.19044/esj.2022.v18n22p85
Section
ESJ Social Sciences
Copyright (c) 2022 Mary Afi Mensah
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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