Understanding Barriers and Facilitators to Inclusive Education for Grade 7-9 Students with Disabilities in Ethiopia and Ghana: A Qualitative study
Abstract
Background: Youth with disabilities in Africa continue to face significant challenges in accessing and participating in general education settings. This study aimed to explore the barriers and facilitators to inclusive education among youth with disabilities in Ethiopia and Ghana in Grades 7-9. Method: This study adopted a qualitative descriptive approach to explore the lived experiences of Grades 7 to 9 students with disabilities in Ethiopian and Ghanaian schools. We conducted five focus group discussions, with an average of six students in each focus group. We used thematic analysis to explore and analyze study participants’ schooling experiences. Results: The findings show commonalities and differences in the barriers and facilitators to inclusive education among students with disabilities in Ethiopia and Ghana. Participants reported that psychosocial, physical, systemic, and resource-related barriers hinder their access to education and school participation. They also identified facilitators including emotional and material support from various sources and personal coping strategies and perseverance in overcoming barriers to their schooling. Conclusion: A complex system of structural, institutional, and individual factors affect school enrolment and participation among grade 7-9 students with disabilities in Ethiopia and Ghana that require concerted and multisectoral inclusive education programming and supports.
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