Inclusive Education at the crossroads in Ashanti and BrongAhafo regions in Ghana: Target not achievable by 2015

Maxwell Peprah Opoku (1), Eric Badu (2), Michael Amponteng (3), Elvis Agyei-Okyere (4)
(1) Centre for Disability Studies, Kwame Nkrumah University of Science and Technology, Ghana,
(2) Centre for Disability Studies, Kwame Nkrumah University of Science and Technology, Ghana,
(3) Centre for Disability Studies, Kwame Nkrumah University of Science and Technology, Ghana,
(4) Department of Planning, Kwame Nkrumah University of Science and Technology, Ghana
https://doi.org/10.5463/dcid.v26i1.401

Article Sidebar

Issue
Vol. 26 No. 1 (2015): Spring 2015
Submitted
September 14, 2020
Published
May 9, 2015
Keywords:
    Inclusive education, children with disabilities, Salamanca declaration, assessment
PDF

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 upto 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. 

Full text article

Generated from XML file

Authors

Maxwell Peprah Opoku
Centre for Disability Studies, Kwame Nkrumah University of Science and Technology
abizep4@yahoo.com (Primary Contact)
Eric Badu
Centre for Disability Studies, Kwame Nkrumah University of Science and Technology
Michael Amponteng
Centre for Disability Studies, Kwame Nkrumah University of Science and Technology
Elvis Agyei-Okyere
Department of Planning, Kwame Nkrumah University of Science and Technology
Author Biographies

Maxwell Peprah Opoku, Centre for Disability Studies, Kwame Nkrumah University of Science and Technology

The author graduated in Political Science from Kwame Nkrumah University of Science and Technology and also holds a degree in Disability, Rehabilitation and Development from the same university. His areas of specialty are disability, special education, community based rehabilitation, inclusive education, health research, management of natural resources, human rights, social policies and public policy.

Eric Badu, Centre for Disability Studies, Kwame Nkrumah University of Science and Technology

Author is a Ghanaian, with interest in disability and health research, human rights issues, capacity building and statistical data analysis. He has over two years of teaching and consulting experience in disability and health research, community development practice, empowerment and capacity building. He has completed his Masters in Disability, Rehabilitation and Development.

Michael Amponteng, Centre for Disability Studies, Kwame Nkrumah University of Science and Technology

The author has a degree in Special education from University of Education, Winneba and a degree in Disability, Rehabilitation and Development from Kwame Nkrumah University of Science and Technology. He worked as a Resource teacher providing support to students with special needs at Sekyere South District. He is currently working with Ghana Education Service as Special Educational Needs Resource Teacher. His areas of specialisation are disability education, management of pupils with special needs, human rights, social policies and public policy.

Elvis Agyei-Okyere, Department of Planning, Kwame Nkrumah University of Science and Technology

Elvis Agyei-Okyere hails from Kenyasi in Brong Ahafo Region of Ghana. He holds a degree in Political Science from Kwame Nkrumah University of Science and Technology. Elvis is a teacher by profession, who also does voluntary social work and research. Currently, he is pursing a MSc degree in Development Planning and Management from Kwame Nkrumah University of Science and Technology. 

1.
Opoku MP, Badu E, Amponteng M, Agyei-Okyere E. Inclusive Education at the crossroads in Ashanti and BrongAhafo regions in Ghana: Target not achievable by 2015. DCIDJ [Internet]. 2015 May 9 [cited 2025 Jun. 2];26(1):63-78. Available from: https://dcidj.uog.edu.et/index.php/up-j-dcbrid/article/view/178
Download Citation
Endnote/Zotero/Mendeley (RIS) BibTeX

Copyright (c) 2015 The Author(s)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License By-NC-ND 4.0 that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

Article Details

Crossref
Scopus
Google Scholar
Europe PMC