'I Prefer to Be Alone than to Be among Them': In-School Experiences of Learners with Disabilities and Their Caregivers in Inclusive Schools in Ghana
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| Title: | 'I Prefer to Be Alone than to Be among Them': In-School Experiences of Learners with Disabilities and Their Caregivers in Inclusive Schools in Ghana |
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| Language: | English |
| Authors: | Ebenezer Mensah Gyimah (ORCID |
| Source: | British Journal of Special Education. 2025 52(2):126-136. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Student Experience, Students with Disabilities, Inclusion, Foreign Countries, Equal Education, Student Rights, Physical Disabilities, Visual Impairments, Barriers, Financial Problems, Educational Resources, Physical Environment, Labeling (of Persons), Educational Policy, Resource Allocation, Investment, Access to Education |
| Geographic Terms: | Ghana |
| DOI: | 10.1111/1467-8578.12572 |
| ISSN: | 0952-3383 1467-8578 |
| Abstract: | Inclusive education affords all learners, particularly learners with disabilities, access to equitable educational services. Despite the widespread recognition and extensive scholarly attention of the 2015 Inclusive Education Policy, learners with disabilities in Ghana continue to struggle to fully participate in inclusive schools. Guided by provisions in the Disability Act of Ghana, Act 715 of 2006--a key legal framework protecting the rights of people with disabilities--this study seeks to evaluate the experiences of learners with disabilities and their families in navigating and accessing inclusive education. Employing the critical disability theory lens, the study adopted a qualitative descriptive design and purposively recruited learners with physical disabilities and visual impairments (n = 25) and their families (n = 20). Content analysis was subsequently applied to the data. Despite legal provisions for inclusive education, participants experienced financial barriers, inadequate inclusive education resources, difficulties with the built environment and labelling. This study calls for a multisectoral approach, including policy reforms, improved resource allocation, infrastructural investments and expedited public education, aimed towards promoting access to inclusive education for learners with disabilities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474988 |
| Database: | ERIC |
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| Abstract: | Inclusive education affords all learners, particularly learners with disabilities, access to equitable educational services. Despite the widespread recognition and extensive scholarly attention of the 2015 Inclusive Education Policy, learners with disabilities in Ghana continue to struggle to fully participate in inclusive schools. Guided by provisions in the Disability Act of Ghana, Act 715 of 2006--a key legal framework protecting the rights of people with disabilities--this study seeks to evaluate the experiences of learners with disabilities and their families in navigating and accessing inclusive education. Employing the critical disability theory lens, the study adopted a qualitative descriptive design and purposively recruited learners with physical disabilities and visual impairments (n = 25) and their families (n = 20). Content analysis was subsequently applied to the data. Despite legal provisions for inclusive education, participants experienced financial barriers, inadequate inclusive education resources, difficulties with the built environment and labelling. This study calls for a multisectoral approach, including policy reforms, improved resource allocation, infrastructural investments and expedited public education, aimed towards promoting access to inclusive education for learners with disabilities. |
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| ISSN: | 0952-3383 1467-8578 |
| DOI: | 10.1111/1467-8578.12572 |
