This paper examines the extent of awareness of teachers on the concept of inclusive education, the perception teachers have on inclusive education and the perceived effects of inclusive education in the public basic schools towards the implementation of inclusive education in the Tano South District in Brong Ahafo Region of Ghana. Three research questions were formulated. Survey approach was adopted using questionnaire as the main data collection instrument. Forty (40) head teachers and one hundred and eighty five (185) teachers were selected from forty (40) basic schools for the study. In all, a total of two hundred and twenty two (225) teachers and head teachers were randomly selected across the district and questionnaires administered to them. The questionnaires were semi-structured. Data was captured and analyzed. The results presented in tables showed that most teachers and head teachers in Tano South District were aware of the concept of inclusive education but have no understanding on how the concept works. Teachers and head teachers alike disagreed inclusion of special needs children in regular classroom increase the child’s circle of friends, limit the child’s level of education or make a child well-adjusted socially among others. However, when the concept is implemented it would come with some benefits in the area of increase in the child’s circle of friends, limits the child’s level of education and also make a child well-adjusted socially. The study recommended that; teachers in regular basic schools in Tano South District be educated on the issues of the new policy of inclusive education concept. This, Ghana education service can achieve by organizing workshops at the district levels as well as regional levels for basic level teachers. Conscious effort should be made to make it visible and available to the schools in the district. Necessary equipment and instructional resources should be put in place for successful implementation of inclusive education
Keywords: Basic Education, Inclusive Education, Mainstream education, Perception, Regular Schools, Tano South District
