Assessing Teachers’ Knowledge and Competence in Supporting Neurodivergent Students in Ghana’s Inclusive Education Schools

Abstract

This study assessed the knowledge and competence of teachers in inclusive education schools in Ghana in supporting children with neurodivergent (ND) conditions, including autism spectrum disorder (ASD), learning disability, and cerebral palsy. A quantitative cross-sectional survey was conducted with 150 teachers from 46 basic schools, sampling from both public and private institutions through Special Education Needs coordinators. Teachers completed measures assessing their knowledge of each ND condition, as well as the Learning in Regular Classroom Teacher's Professional Competency Scale. Results from multivariate analysis showed significant differences in competence dimensions among teachers of children with different neurodivergent conditions. Teachers of children with cerebral palsy exhibited the highest levels of competence across attitudes, knowledge, skills, and autonomy. While teachers demonstrated above-average ASD and cerebral palsy knowledge, learning disability knowledge was below average. Teacher knowledge of ASD showed significant positive correlations with skills, pedagogical knowledge, and agency. Knowledge of learning disabilities correlated positively with skills, pedagogical knowledge, and agency. The findings highlight areas requiring comprehensive in-service teacher training on neurodivergent conditions and inclusive instructional strategies to enhance teacher preparedness in Ghana's inclusive education policy framework.