Teachers' perspectives on inclusive practices in creative arts education

This study employs a quantitative approach to examine Creative Arts teachers' perceptions of implementing an Inclusive Creative Arts curriculum in Offinso Municipality, Ghana. Using a descriptive research design, data were collected from 226 Creative Arts teachers via a 15-item, 5-point Likert scale questionnaire. Stratified sampling was applied across five education circuits. Findings revealed that most teachers hold positive perceptions of inclusive education, which significantly contributes to active pupil participation. However, demographic factors such as age and educational background influenced perceptions, with cultural beliefs also impacting attitudes towards disability. The study recommends specialised training focusing on inclusive pedagogy, the integration of Universal Design for Learning (UDL) principles, and comparative policy learning from similar global contexts. Colleges of Education and universities should reinforce Creative Arts and Special Education foundation courses in their teacher training curricula.