Inclusive education at the crossroads in ashanti and brong ahafo regions in ghana: Target not achievable by 2015

Maxwell Peprah Opoku, Eric Badu, Michael Amponteng, Elvis Agyei-Okyere

Research output: Contribution to journalArticlepeer-review

48 Citations (Scopus)

Abstract

Purpose: Inclusive education, widely acknowledged as an alternative method of making education accessible to children with special needs, has been piloted for 10 years in selected districts of Ghana. This article aims to discuss the feasibility of implementing it throughout the country, by assessing the inclusive education programme piloted in Ghana’s Ashanti and BrongAhafo regions. Method: One round of in-depth interviews was conducted with 31 participants, to collect data on the issue under study. Participants were officials of Special Education at the national Head Office, District Special Education Coordinators, Resource Teachers, Headmasters and Classroom Teachers of inclusive education. Results: The study findings indicated that the pilot programme did not live up to expectations when faced with challenges such as inaccessible environments, lack of resources, lack of funds, lack of qualified teachers, poor teaching methods and negative attitudes of teachers towards children with disabilities. Conclusion: It is very unrealistic to commence inclusive education programmes unless practical measures are put in place, such as adequate funding from the government and provision of sufficient resources for inclusive schools.

Original languageEnglish
Pages (from-to)63-78
Number of pages16
JournalAsia Pacific Disability Rehabilitation Journal
Volume26
Issue number1
DOIs
Publication statusPublished - 2015
Externally publishedYes

Keywords

  • Assessment
  • Children with disabilities
  • Inclusive education
  • Salamanca Declaration

ASJC Scopus subject areas

  • Research and Theory
  • Fundamentals and skills
  • Community and Home Care

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