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

Maxwell Peprah Opoku , Eric Badu , Michael Amponteng , Elvis Agyei-Okyere
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DOI: https://doi.org/10.5463/dcid.v26i1.401
Submitted: 2020-09-14 08:37:38
Published: 2015-05-09

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. 

Keywords

Inclusive education children with disabilities Salamanca declaration assessment

Authors

Maxwell Peprah Opoku

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

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

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

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. 

How to Cite

Maxwell Peprah Opoku, Eric Badu, Michael Amponteng, Elvis Agyei-Okyere (2015-05-09). Inclusive Education at the crossroads in Ashanti and BrongAhafo regions in Ghana: Target not achievable by 2015. Disability, CBR & Inclusive Development, Vol. 26 No. 1 (2015): Spring 2015, 63-78. https://doi.org/10.5463/dcid.v26i1.401

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