Authors: Priscilla Amanorkuor Dseagu (University of Education, Winneba, Ghana), Emmanuel Adjei-Boating (University of Ghana), Priscilla Commey-Mintah (University of Ghana), Abraham Kwadwo Okrah (University of Ghana), Najaht Mahama (University of Ghana), Joshua Ofori Essiam (University of Professional Studies, Ghana) and Ezekiel Attuquaye Clottey (University of Education, Winneba, Ghana)
Abstract: This study examined the increasing importance of integrating children with autism into mainstream educational institutions in Ghana, highlighting the challenges faced by educators due to inadequate skills and training. A mixed-methods approach was employed to gather data from51teachers,utilizing both a structured questionnaire and an in-depth interview. The study demonstrated that numerous teachers hold an inadequate grasp of autism. There was shortcomings in professional training, resulting in feelings of inadequacy among the educators. Therefore, preparing teachers is crucial in making schools more inclusive and welcoming to learners with autism. The study recommends enhancing autism-specific training programs, initiating regular professional development seminars and establishing peer support networks to equip educators with the necessary skills to manage children with autism in inclusive settings effectively.