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This study measured the attitudes of non-disabled students towards their peers with disabilities. A cross-sectional survey was employed for the study. The Chedoke-McMaster Attitudes Towards Children with “Handicaps” (CATCH) scale was used to collect data from n=119 respondents. Descriptive statistics analysis was employed in analysing the data. Results indicated that students without disabilities generally held neutral attitudes towards their peers with disabilities (M=2.12; SD=0.687) with no significant difference in gender, age, having a close friend or relative with a disability. Teachers in inclusive education schools were encouraged to measure the attitudes of students towards their peers with disabilities and other related variables. This would enable them to plan, design, develop, implement and evaluate effective interventions that would change non-disabled students’ negative and/or neutral attitudes, thereby ensuring the full social participation of students with disabilities in inclusive settings. Article visualizations

Mainstream-school teachers are the most important assets for students with special educational needs (or diverse conditions) who hope to achieve real inclusion. However, teaching experience, attitu...

The purpose of the study was to elicit the views of teachers on the prevocational skills training in two special schools in Ghana to ascertain how they connect students to appropriate job placement. Particularly, the study sought to (a) find out the vocational programmes studied in special schools, (b) find out how individuals with intellectual disabilities were prepared towards employment,(c) investigate the transitional programmes available in the schools, and (d) examine whether the vocational programmes were meeting students' future needs. The study involved 38 special educators from two special schools selected purposively for the study. The study found that, vocational programmes studied in the two schools were not meeting students' future needs, even though they may not be accepted in any competitive employment. Finally, the two schools did not appear to be running any transitional programme for their students. The implication of this is that, students' may remain in school for a longer time or drop-out from school. One of the key conclusions drawn was that, even though vocational programmes studied in the two schools were seen to have been meeting students' future needs; they may not be accepted in any competitive employment. It was therefore recommended that, vocational programmes studied in the schools should be planned to link the type of employment for which the child is trained. The implication of this work for future research was also suggested.