This study explored teachers’ perception on the inclusion of children with disability in the general education classroom in the Nhyiaeso community in Kumasi. Using a descriptive research design with a purposive sample size of one hundred and fifty (150) respondents, on the research questions:  i. What is the nature of the concerns that teachers have towards the inclusion of children with disabilities in the general education classrooms? ii. What is the relationship between teachers’ concerns and their experience with inclusion of children with disabilities? iii. How does teachers experience with inclusion of children with disability affect teacher – student contact time? iv. What is teachers’ perception on the inclusion of children with disability in general educational classroom, the following were the major findings: Teachers regarded the implementation approach to inclusion education to be a top-down approach instead of bottom up. They were of the view that they were subjected to additional pressure by taking additional responsibilities. Teachers also felt that they had not been given adequate guidelines or directives regarding the inclusion of students with disabilities in the regular classrooms. Policies need to be generated rather than imposed.  Some teachers had not changed their opinion on the inclusion into the mainstream classroom to accommodate them. Whereas some paid attention to accommodate them in the main stream classes, they had little or no training background to build their capacity to manage these children as well as extension time for syllabus completion and extra remuneration. Teachers largely had little experience working with special needs children and that on its own poses a great challenge to teachers. In many cases, children were just handed over to teachers in their classrooms, raising issues of how teachers needed to adjust teaching methodologies and classroom management. Lack of teacher preparation affected teacher-student contact in class on a particular subject, since students with special needs needed extra time and attention.