Barriers to inclusion of children with disabilities in inclusive schools in Ghana

Wisdom Kwadwo Mprah, Michael Amponteng, Isaac Owusu

Abstract


The study investigated the types of barriers impeding the participation of pupils with special needs in schools practicing inclusive education in Wiamoase Educational Circuit in the Sekyere South District in Ashanti Region of Ghana. The aim is to identify shortfalls in support services for pupils with special needs and find ways of mitigating challenges they encounter. A qualitative method, using in-depth interviews and observation was used to collect data from 20 participants, made up of the district special coordinator, resource teachers, head teachers, and classroom teachers. The findings from the study indicated that support for pupils with special needs in the general schools was inadequate. Efforts should, therefore, be made to increase the supply of resources to the schools, and also, step up public awareness on education for children with disabilities.


Keywords


Support, resources, general schools, special needs, basic schools, Ghana Disability in Ghana

Full Text:

PDF

References


Persons with Disability Act 715, Ghana, 2006.

J. S. Agbenyega. The power of labeling discourse in the construction of disability in Ghana. Retrieved 16th December, 2010, from http://www.aare.edu.au/03pap/agb03245.pdf. 2003.

J. Slikker. Attitudes towards person with disability in Ghana. Retrieved 20th February 2015 from www.gfdgh.org/vsoattitudes towards pwds in Ghana.pdf ,2009.

A. K. Kassah. Begging as work: A study of people with mobility difficulties in Accra, Ghana. Disability and Society. 2008, 23(2), 163-170. Retrieved June 12, 2008, from http://web.ebscohost.com.proxy.cc.uic.edu/ehost/pdfviewer/pdfviewer?vid=3&hid=25&sid=31d52fe7-ff9f-42ab-8719-a059293fcb6e%40sessionmgr4

Government of Ghana. Constitution of the Republic of Ghana. Assembly Press: Accra, Ghana, 1992.

L. Aron, P. Loprest. Disability and Education system. Retrieved 31st October, 2013 from www.princeton.edu/future of children/publications/docs/22_01_05.pdf, 2005.

F. Leon, B. David, V. John, D. Kathryn. The social and personal benefits of learning a summary of key research findings, Centre for Research on wider benefits of learning: London, 2008. Retrieved 30th August from http://www.learningbenefits.net/publications/flagshipPup/final WBL synthesis report.pdf>

National Council for Special Education. Guidelines on the individual education plan process, Stationery Office: Dublin, 2010.

United Nations Education, Scientific and Cultural Organization (2000), Inclusion in Education: The Participation of Disabled Learners. World Education Forum: Education For All 2000 Assessment, UNESCO: Paris, 2000.

S. K. Hayford. Frustrations of lower attaining learners about class test in primary schools in Ghana. African Journal of Vocational Education. 2008, 3 (3) 59-80

Y. E. Yekple, M. Avoke. Improving inclusive education at basic school level in Ghana. African Journal of Special Educational Needs. 2006, 4 (2), 239-248

J. Charema. From special schools to inclusive education: The way forward for developing countries south of the Sahara. The Journal of the International Association of Special Education. 2007, 8 (1), 88-97

E. K. Gyimah, D. Sugden, S. Pearson. Inclusion of the children with special educational needs in mainstream schools in Ghana: Influence of teachers' and children's characteristics. International Journal of Inclusive Education.2009, 13(8), 787-804. Retrieved 24th May, 2015 from http://dx.doi.org/10.1080/13603110802110313

Hayford, S.K. Special educational needs and quality education for all, Salt n Light: Winneba-Ghana, 2013.

C. J. Eleweke, M. Rodda. The challenge of enhancing inclusive education in developing countries. International Journal of Inclusive Education.2002, 6(2), 113-126.

O. Akingkugbe. Bachelors Thesis, Special Needs children’s experience in Ghana: Investigating key factors in their academic success at the primary school level, University of Education, Winneba, 2012. Retrieved 24th February, 2015 from http://air.ashesi.edu.gh/bitstream/handle/123456789/107/iyinnitoluwa.akinkugbe---Thesis_314.pdf?sequence=1

K. Kyere. Doctoral Dissertation, Educating the deaf in vocational skills: Selected schools for the deaf. Kwame Nkrumah University of Science and Technology, Ghana, 2009.

United Nations Educational Scientific and Cultural Organization. Construction on special education final report, UNESCO Headquarters: Paris, 1998.

Ministry of Education. Special education services: A manual of policies, procedures and guidelines, British Columbia Ministry of Education: British Columbia, 2013.

V. Sharma, J. Deppler. Integrated Education in India: Challenges and Prospects. Disability Studies Quarterly, 2006, Vol. 25(1). Available from:

[June 17 2014].

J. W. Creswell. Research design: qualitative, quantitative and mixed methods approaches (3rd Ed.), SAGE Publications: Los Angeles, 2009.

Ghana Statistical Service. 2010 Population and Housing Census: Final results. Retrieved 16th April, 2014 from: http://www.statsghana.gov.gh/, 2012.

K. Kristensen, M. Loican-Omagor, N. Onen. The inclusion of learners with Barriers to learning and development into ordinary school settings: a challenge for Uganda. British Journal of Special Education. 2003, 30(4), 194-201

I. J. Ocran. Unpublished Master’s Thesis, School –based Assessment and Inclusion of All Learners at Basic Schools in the Central Region of Ghana, University of Education, Winneba, 2011.

T. Gobah. Special schools to reopen next week, Graphic online, retrieved 20thFebruary, 2015 from http://graphic.com.gh/news/general-news/22920-special-schools-can-t-reopen-due-to-feeding-grant-arrears.html2014, May 14.

F. B. Obi, T. Mensah. Inclusive education: The challenges of the 21st century, Nigerian- Ghanaian Teacher. African journal of special educational needs.2005, 4(1), 19-27.


Refbacks

  • There are currently no refbacks.


Bookmark and Share




ISSN: 2454-6623