Teachers Perspective on Assessment Policies and Practices towards Inclusive Education in Shama District, Ghana

This study considered teachers' perspective on assessment policies and practices towards inclusive education in Ghana. Assessment is the pivot of special education services. With the inclusive education policy in operation, it is expected that teachers are cognizant about assessment policies for learners with special needs in inclusion. The objectives are to examine the importance of educational assessment towards inclusive education, assessment policies and practices towards inclusive education, and how to improve educational assessment policies and practices. The study was a quantitative study conducted in a special school and regular schools in the Shama District under the Ghana Education Service of the Western region. Fifty-two teachers were involved in the study through census approach, and questionnaire was used to collect the data. Frequency distribution and percentages were used to analyse the data. It was generally observed that the teachers were positive about the importance of educational assessment towards the practice of inclusive education in Ghana, however, it was apparent that the teachers had limited knowledge of assessment practices and policies in Ghana. The need to create public awareness, the political will to create assessment centres and the need for professional collaboration were recommended as strategies to improve assessment policies and practices in Ghana.