Understanding Barriers and Facilitators to Inclusive Education for Grade 7-9 Students with Disabilities in Ethiopia and Ghana: A Qualitative study

Solomon Mekonnen Abebe; Beata Batorowicz; Xiaolin  Xu; Nina Akosua Efedi Okoroafor; Fikru Mekonnen; Fikru Mekonnen; Melkitu Fentie Melak; Mikyas  Abara; Tewodros  Liulseged; Keghie  Shitu; Heather M Aldersey

doi:10.20372/dcidj.671

Solomon Mekonnen Abebe ⁽¹⁾, Beata Batorowicz ⁽²⁾, Xiaolin Xu ⁽³⁾, Nina Akosua Efedi Okoroafor ⁽⁴⁾, Fikru Mekonnen ⁽⁵⁾, Fikru Mekonnen ⁽⁶⁾, Melkitu Fentie Melak ⁽⁷⁾, Mikyas Abara ⁽⁸⁾, Tewodros Liulseged ⁽⁹⁾, Keghie Shitu ⁽¹⁰⁾, Heather M Aldersey ⁽¹¹⁾

(1) University of Gondar, Ethiopia,

(2) Queens University, Canada,

(3) Queens University, Canada,

(4) Ashesi University, Ghana,

(5) Wollow University, Ethiopia,

(6) Wollow University, Ethiopia,

(7) University of Gondar, Ethiopia,

(8) University of Gondar, Ethiopia,

(9) University of Gondar, Ethiopia,

(10) University of Gondar, Ethiopia,

(11) Queens University, Canada

https://doi.org/10.20372/dcidj.671

Issue
Vol. 34 No. 1 (2023): Spring Issue

Submitted
December 28, 2022

Published
September 1, 2023

Keywords:

inclusive education, students with disabilities, disability, Africa, Ethiopia, Ghana

PDF

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.

Full text article

Generated from XML file

Authors

Solomon Mekonnen Abebe

University of Gondar

solomekonnen@yahoo.com (Primary Contact)

Beata Batorowicz

Queens University

Xiaolin Xu

Queens University

Nina Akosua Efedi Okoroafor

Ashesi University

Fikru Mekonnen

Wollow University

Fikru Mekonnen

Wollow University

Melkitu Fentie Melak

University of Gondar

Mikyas Abara

University of Gondar

Tewodros Liulseged

University of Gondar

Keghie Shitu

University of Gondar

Heather M Aldersey

Queens University

Author Biographies

Solomon Mekonnen Abebe, University of Gondar

Solomon Mekonnen Abebe, Degrees: MSc, Ph.D. Professor of Public Health and Human Nutrition, Director, of CBR program at University of Gondar College of Medicine and Health Science, Ethiopia,

Beata Batorowicz, Queens University

Beata Batorowicz: BSc Honors (Occupational Therapy), MSc and Ph.D. (Rehabilitation Science,) is an Assistant Professor in the School of Rehabilitation Therapy at Queen’s University, Canada, and a licensed occupational therapist with clinical experience in pediatrics, assistive technology, and augmentative and alternative communication. Dr. Batorowicz’s research interests focus on understanding and supporting social and activity participation of children and youth, technology-based interventions, transition to adulthood occupations, and interprofessional collaborative practice.

Nina Akosua Efedi Okoroafor, Ashesi University

Nina Akosua Efedi Okoroafor: Degrees: (MA.) is currently working as an Assistive Technology Instructor, and Youth Researcher Akropong School for the Blind, Ghana, Ashesi University, Ghana,

Fikru Mekonnen, Wollow University

Fikru Mekonnen: (MSc, PhD), Associate professor of Plan Science, Director of Post Graduate Program at College of Agriculture, Wollow University

Fikru Mekonnen, Wollow University

Fikru Mekonnen: (MSc, PhD), Associate professor of Plan Science, Director of Post Graduate Program at College of Agriculture, Wollow University

Melkitu Fentie Melak, University of Gondar

Melkitu Fentie Melak: BSc.(Public health), MSc(Human nutrition) and currently a PhD candidate in Rehabilitation Science at Queen’s University, Canada. Melkitu’s research interest focuses on understanding the experience and support needs of family caregivers of children with cerebral palsy in low-income settings.

Mikyas Abara, University of Gondar

Mikyas Abera: (MA, PhD), Assistant professor of social science, Department of Sociology, College of social science and Humanity, University of Gondar,

Keghie Shitu, University of Gondar

Degree (MPH) Academic Co-Director for College of Medicine and Health Sciences, University of Gondar, Lecturer in Health Education

Heather M Aldersey, Queens University

Heather M. Aldersey: Degrees: MSc, Ph.D.is an Associate Professor at Queen’s University, School of Rehabilitation Therapy, and the Scientific Director of the International Centre for the Advancement of Community Based Rehabilitation;

1.

Abebe SM, Batorowicz B, Xu X, Efedi Okoroafor NA, Mekonnen F, Mekonnen F, Melak MF, Abara M, Liulseged T, Shitu K, Aldersey HM. Understanding Barriers and Facilitators to Inclusive Education for Grade 7-9 Students with Disabilities in Ethiopia and Ghana: A Qualitative study . DCIDJ [Internet]. 2023 Sep. 1 [cited 2024 Dec. 8];34(1):6-26. Available from: https://dcidj.uog.edu.et/index.php/up-j-dcbrid/article/view/671

Download Citation

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

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

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.
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.
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).