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'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
Language: English
Authors: Ebenezer Mensah Gyimah (ORCID 0000-0002-3962-7631), Ebenezer Dassah, Maxwell Peprah Opoku (ORCID 0000-0001-7620-0007), William Nketsia, Philip Atta Mensah
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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  Value: <anid>AN0186162445;bmp01jun.25;2025Jun27.03:54;v2.2.500</anid> <title id="AN0186162445-1">'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 </title> <p>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.</p> <p>Keywords: Act 715 of 2006; Disability Act of Ghana; educational access; inclusive education policy; learners with disabilities; legislative provisions</p> <p></p> <ulist> <item> Learners with physical disabilities and visual impairments, along with their families, face significant challenges in accessing inclusive education provisions outlined in Ghana's Disability Act, Act 715 of 2006.</item> <p></p> <item> Financial constraints, as well as the unavailability and poor condition of assistive technologies, remain critical barriers to inclusive education for learners with disabilities.</item> <p></p> <item> Labelling and the inadequacy of well‐trained inclusive school teachers were identified by learners with disabilities and their families as key factors negatively impacting access to inclusive education.</item> <p></p> <item> To address these challenges, it is essential for the government to prioritize investments in inclusive educational infrastructure and policies. Such measures will foster resourceful and respectful educational environments where learners with disabilities can thrive independently.</item> </ulist> <p>Key points</p> <hd id="AN0186162445-2">INTRODUCTION</hd> <p>Inclusive education promotes opportunities for all learners to attend schools within their neighbourhoods (Ainscow & Sandill, [<reflink idref="bib2" id="ref1">2</reflink>]). It is conceptualised as a community of practice requiring policies, mechanisms and resources for effective implementation (Ainscow & Sandill, [<reflink idref="bib2" id="ref2">2</reflink>]). In fact, Goal 4 of the United Nations Sustainable Development Goals advocates for the implementation of inclusive education to ensure that all children can access education by 2030 (United Nations, [<reflink idref="bib35" id="ref3">35</reflink>]). Inclusive education begins with policy development to outline guidelines, expectations and resources for effective practice (Ainscow & Sandill, [<reflink idref="bib2" id="ref4">2</reflink>]). In Ghana and other countries, inclusive education policies have been introduced to restructure educational systems and grant all learners access to regular classrooms (Opoku, [<reflink idref="bib28" id="ref5">28</reflink>]). Prior to these policies, disability laws also included provisions for inclusive education. However, limited progress in implementing these policies has led to calls for improved policy frameworks and practices within existing systems. Despite these efforts, little attention has been given to enforcing provisions in the legal framework advocating for the rights of people with disabilities within schools. This study examines key educational provisions in the Disability Act 715 from the perspective of learners with disabilities and their families, addressing the gap between policy and practice.</p> <p>The global trend towards inclusive education (driven by the United Nations Convention on the Rights of Persons with Disabilities and the outcomes of the Salamanca conference) swept through Ghana, resulting in commitments to integrate learners with disabilities into local schools (Opoku, [<reflink idref="bib27" id="ref6">27</reflink>]). This had positive results, such as a significant number of students with disabilities enrolling in regular schools (Akoto, [<reflink idref="bib3" id="ref7">3</reflink>]; Odame et al., [<reflink idref="bib26" id="ref8">26</reflink>]). Specifically, in 2020, according to the Ministry of Education, over 20,000 learners with disabilities were enrolled in regular schools across the country. However, challenges, such as untrained teachers, inadequate materials, stigma and funding gaps, were identified as barriers to the successful inclusion of all students (Akoto, [<reflink idref="bib3" id="ref9">3</reflink>]; Nketsia, [<reflink idref="bib24" id="ref10">24</reflink>]). Significant governmental strides—such as the promulgation and implementation of the 2015 Inclusive Education Policy as well as initiatives, including the Free Compulsory Universal Basic Education and Free Senior High School—aim to address these barriers (Mantey, [<reflink idref="bib21" id="ref11">21</reflink>]; Mohammed & Kuyini, [<reflink idref="bib23" id="ref12">23</reflink>]). But despite these notable interventions, access remains limited, as significant numbers of learners with disabilities remain excluded from accessing education (Opoku, [<reflink idref="bib28" id="ref13">28</reflink>]). This has culminated in advocacy for policy reforms to create more inclusive environments (Opoku, [<reflink idref="bib28" id="ref14">28</reflink>]).</p> <p>The literature on inclusive education in Ghana and similar contexts has primarily focused on teachers' perspectives (Kuyini et al., [<reflink idref="bib19" id="ref15">19</reflink>]; Opoku, [<reflink idref="bib27" id="ref16">27</reflink>]), with limited attention to the voices of learners with disabilities and their families (Amponteng et al., [<reflink idref="bib4" id="ref17">4</reflink>]). Moreover, few studies have been conducted at universities (Braun & Naami, [<reflink idref="bib8" id="ref18">8</reflink>]; Odame et al., [<reflink idref="bib26" id="ref19">26</reflink>]; Vanderpuye et al., [<reflink idref="bib36" id="ref20">36</reflink>]) or among secondary school learners with disabilities (Asamoah et al., [<reflink idref="bib6" id="ref21">6</reflink>]). In a qualitative study, Odame et al. ([<reflink idref="bib26" id="ref22">26</reflink>]) examined university students with hearing impairments who appreciated inclusive education but struggled with barriers, such as resource constraints and unmet needs. Similarly, Braun and Naami ([<reflink idref="bib8" id="ref23">8</reflink>]) highlighted the challenges faced by learners with physical disabilities, including inaccessible built environments and limited lecturer support. At the secondary level, Asamoah et al. ([<reflink idref="bib6" id="ref24">6</reflink>]) reported that students without disabilities felt uneasy studying with visually impaired peers who, in turn, experienced disrespect from classmates and teachers. These lived experiences underscore the urgency for policy‐driven reforms to strengthen inclusive practices in schools. Significantly, several studies have evaluated the implementation of Ghana's 2015 Inclusive Education Policy (Asamoah et al., [<reflink idref="bib6" id="ref25">6</reflink>]; Nketsia, [<reflink idref="bib24" id="ref26">24</reflink>]; Opoku, [<reflink idref="bib27" id="ref27">27</reflink>]). However, it is important to mention that a comprehensive evaluation of the in‐school implementation of the provisions outlined in inclusive education legislative instruments, such as Ghana's Disability Act, Act 715 of 2006, remains to be undertaken.</p> <p>This study engaged learners with disabilities, focusing on the Disability Act of Ghana, Act 715 of 2006, the primary legal framework promoting the rights of people with disabilities in Ghana (Republic of Ghana, [<reflink idref="bib32" id="ref28">32</reflink>]). It is interesting that the Disability Act is usually referred to as an instrument that supports inclusive practices for learners with disabilities, but its content has rarely been questioned when it comes to discussions about successful practices. In this study, learners with disabilities were used with reference to students with physical and visual impairments who attend regular schools. Therefore, the purpose of this study is to understand the inclusive educational experiences of learners with disabilities in comparison with the provisions included in the Disability Act of Ghana, Act 715 of 2006. This study bridges knowledge gaps by exploring the perspectives of learners with disabilities and their families on the implementation of inclusive education, as detailed in Ghana's Disability Act of Ghana, Act 715 of 2006.</p> <hd id="AN0186162445-3">Critical disability theory</hd> <p>Critical disability theory (CDT) provides this study's theoretical lens. It has guided studies intended to give voice to individuals with disabilities (Goodley et al., [<reflink idref="bib13" id="ref29">13</reflink>]). In the current study, the perspectives of learners with disabilities and their families are crucial to identify barriers and improve access to education, as mandated by Ghana's Disability Act, Act 715 of 2006.</p> <p>In this study, four key tenets of CDT were operationalised: upholding individual rights, prioritising diversity, paying attention to marginalised voices and encouraging independence (Hall, [<reflink idref="bib16" id="ref30">16</reflink>]). First, 'upholding individual rights' emphasises equitable and inclusive education for all learners, including those with disabilities, as an ethical imperative. Second, CDT's tenet of recognising diversity highlights that disability is a multifaceted phenomenon intersecting with cultural, social and individual factors (Grue, [<reflink idref="bib14" id="ref31">14</reflink>]). In the context of Ghana, misconceptions linking disability to ancestral curses or witchcraft (Akoto, [<reflink idref="bib3" id="ref32">3</reflink>]) adversely affect educational opportunities for learners with disabilities. Third, CDT advocates for amplifying marginalised voices and emphasises the significance of involving learners with disabilities and their families in discussions about inclusive education (Bali et al., [<reflink idref="bib7" id="ref33">7</reflink>]). Insights from learners with disabilities and their families' lived experiences in accessing inclusive education provisions in Act 715 reveal barriers and offer nuanced perspectives for policy reform. These voices are essential for aligning educational practices with the rights and needs of learners with disabilities (Vohra et al., [<reflink idref="bib37" id="ref34">37</reflink>]). In addition, CDT's tenet of independence promotes dignity, autonomy and confidentiality in accessing education (Braun & Naami, [<reflink idref="bib8" id="ref35">8</reflink>]; Singal et al., [<reflink idref="bib34" id="ref36">34</reflink>]). However, learners with disabilities and their families often face limited autonomy and inadequate privacy when accessing educational services (Nuri et al., [<reflink idref="bib25" id="ref37">25</reflink>]). Promoting independence entails empowering families to make decisions regarding their children's education (Esteban, [<reflink idref="bib11" id="ref38">11</reflink>]).</p> <p>Given its emphasis on equity, diversity and empowerment, CDT is well suited for exploring inclusive education experiences for marginalised populations. This study seeks to answer the following question: how do learners with disabilities and their families perceive inclusive education provisions under Ghana's Disability Act, Act 715 of 2006?</p> <hd id="AN0186162445-4">METHODS</hd> <p></p> <hd id="AN0186162445-5">Research design</hd> <p>A qualitative descriptive design was used to explore the participants' experiences (Sandelowski, [<reflink idref="bib33" id="ref39">33</reflink>]), focusing on the 'where', 'what', 'who' and 'how' of events (Liamputtong, [<reflink idref="bib20" id="ref40">20</reflink>]). The qualitative descriptive design informed the data collection (the gathering of the participants' responses) and the review of relevant sections of the Disability Act of Ghana, Act 715 of 2006, thus uncovering insights within the educational access pathways and generating actionable information for stakeholders (Sandelowski, [<reflink idref="bib33" id="ref41">33</reflink>]).</p> <hd id="AN0186162445-6">Study participants</hd> <p>This study explored the experiences of current learners and those who had dropped out with physical disabilities and visual impairments alongside their families in accessing educational provisions under the Disability Act of Ghana, Act 715 of 2006. According to the 2021 population and housing census, these groups constitute 7.6% of the disabled population (Ghana Statistical Service, [<reflink idref="bib12" id="ref42">12</reflink>]) and represent the largest marginalised group in inclusive classrooms in Ghana (Singal et al., [<reflink idref="bib34" id="ref43">34</reflink>]). Participants were recruited from Mampong Municipality in the Ashanti Region of Ghana, based on familiarity (in terms of language, cultural values and practices) to the research team, which was key to gathering rich data (Johl & Renganathan, [<reflink idref="bib17" id="ref44">17</reflink>]).</p> <p>The 2021 population and housing census estimates that the municipality is home to nearly 116,632 residents, 743 of whom are registered persons with disabilities, out of which 154 are children with disabilities (Gyimah et al., [<reflink idref="bib15" id="ref45">15</reflink>]). The municipality boasts one university, two colleges of education, one nurse training college, five senior high schools (SHS), 53 junior high schools (JHS) and 77 primary schools, staffed by over 1000 teachers. Across the country, all educational institutions (both public and private) are mandated to practise inclusive education according to national educational policies.</p> <p>The study employed purposive sampling. Guided by the principle of 'information power', a sample of 45 individuals, consisting of 25 learners with disabilities and 20 family members of such individuals, was recruited based on the study's objectives, the sample's specificity, application of established theories, quality of dialogue and the analytical strategy (Gyimah et al., [<reflink idref="bib15" id="ref46">15</reflink>]). Diverse demographics—including disability type, gender, age, educational level, type of relationship and employment status—influenced the participants' recruitment (Tables 1 and 2). The inclusion criteria included learners aged 13 to 17 years with visual impairments or physical disabilities, primary caregivers aged 18 years and above, fluency in Akan or English and willingness to participate.</p> <p>1 TABLE Demographic characteristics of learners with disabilities.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">S/No.</th><th align="left">Pseudonym</th><th align="left">Disability</th><th align="left">Gender (M/F)</th><th align="left">Age (years)</th><th align="left">Education</th><th align="left">Public (P) or private (PR)</th></tr></thead><tbody valign="top"><tr><td align="left">1.</td><td align="left">Fati</td><td align="left">Visual impairment</td><td align="left">F</td><td align="left">13</td><td align="left">Primary</td><td align="left">P</td></tr><tr><td align="left">2.</td><td align="left">Kaya</td><td align="left">Mobility challenges</td><td align="left">F</td><td align="left">13</td><td align="left">JHS</td><td align="left">P</td></tr><tr><td align="left">3.</td><td align="left">Adelaide</td><td align="left">Mobility challenges</td><td align="left">F</td><td align="left">13</td><td align="left">Primary</td><td align="left">P</td></tr><tr><td align="left">4.</td><td align="left">Benedicta</td><td align="left">Visual impairment</td><td align="left">F</td><td align="left">13</td><td align="left">JHS</td><td align="left">PR</td></tr><tr><td align="left">5.</td><td align="left">Issaka</td><td align="left">Mobility challenges</td><td align="left">F</td><td align="left">16</td><td align="left">SHS</td><td align="left">P</td></tr><tr><td align="left">6.</td><td align="left">Adwoa</td><td align="left">Mobility challenges</td><td align="left">F</td><td align="left">13</td><td align="left">JHS</td><td align="left">P</td></tr><tr><td align="left">7.</td><td align="left">Dora</td><td align="left">Visual impairment</td><td align="left">F</td><td align="left">16</td><td align="left">SHS</td><td align="left">P</td></tr><tr><td align="left">8.</td><td align="left">Gertrude</td><td align="left">Mobility challenges</td><td align="left">F</td><td align="left">17</td><td align="left">SHS</td><td align="left">P</td></tr><tr><td align="left">9.</td><td align="left">Lucy</td><td align="left">Mobility challenges</td><td align="left">F</td><td align="left">15</td><td align="left">JHS</td><td align="left">PR</td></tr><tr><td align="left">10.</td><td align="left">Portia</td><td align="left">Visual impairment</td><td align="left">F</td><td align="left">13</td><td align="left">Primary</td><td align="left">PR</td></tr><tr><td align="left">11.</td><td align="left">Cassandra</td><td align="left">Visual impairment</td><td align="left">F</td><td align="left">15</td><td align="left">JHS dropout</td><td align="left">P</td></tr><tr><td align="left">12.</td><td align="left">Mina</td><td align="left">Visual impairment</td><td align="left">F</td><td align="left">15</td><td align="left">JHS</td><td align="left">P</td></tr><tr><td align="left">13.</td><td align="left">Fiifi</td><td align="left">Mobility challenges</td><td align="left">M</td><td align="left">15</td><td align="left">JHS</td><td align="left">P</td></tr><tr><td align="left">14.</td><td align="left">Kaleb</td><td align="left">Visual impairment</td><td align="left">M</td><td align="left">17</td><td align="left">Primary school dropout</td><td align="left">P</td></tr><tr><td align="left">15.</td><td align="left">Kofi</td><td align="left">Mobility challenges</td><td align="left">M</td><td align="left">16</td><td align="left">SHS</td><td align="left">P</td></tr><tr><td align="left">16.</td><td align="left">Paul</td><td align="left">Mobility challenges</td><td align="left">M</td><td align="left">17</td><td align="left">SHS</td><td align="left">P</td></tr><tr><td align="left">17.</td><td align="left">Sampson</td><td align="left">Visual impairment</td><td align="left">M</td><td align="left">14</td><td align="left">JHS</td><td align="left">P</td></tr><tr><td align="left">18.</td><td align="left">George</td><td align="left">Mobility challenges</td><td align="left">M</td><td align="left">16</td><td align="left">SHS</td><td align="left" /></tr><tr><td align="left">19.</td><td align="left">Edward</td><td align="left">Mobility challenges</td><td align="left">M</td><td align="left">17</td><td align="left">Primary school dropout</td><td align="left">P</td></tr><tr><td align="left">20.</td><td align="left">Agyei</td><td align="left">Mobility challenges</td><td align="left">M</td><td align="left">13</td><td align="left">Primary</td><td align="left" /></tr><tr><td align="left">21.</td><td align="left">Felix</td><td align="left">Mobility challenges</td><td align="left">M</td><td align="left">15</td><td align="left">JHS</td><td align="left">P</td></tr><tr><td align="left">22.</td><td align="left">Osei</td><td align="left">Visual impairment</td><td align="left">M</td><td align="left">16</td><td align="left">SHS</td><td align="left">P</td></tr><tr><td align="left">23.</td><td align="left">Emma</td><td align="left">Mobility challenges</td><td align="left">M</td><td align="left">14</td><td align="left">JHS</td><td align="left">P</td></tr><tr><td align="left">24.</td><td align="left">Fynn</td><td align="left">Visual impairment</td><td align="left">M</td><td align="left">15</td><td align="left">JHS</td><td align="left">P</td></tr><tr><td align="left">25.</td><td align="left">Tona</td><td align="left">Mobility challenges</td><td align="left">M</td><td align="left">15</td><td align="left">JHS</td><td align="left">PR</td></tr></tbody></table> </ephtml> </p> <p>2 TABLE Demographic characteristics of family members.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">S/No.</th><th align="left">Pseudonym</th><th align="left">Relationship to learner with disability</th><th align="left">Relative's disability</th><th align="left">Age (years)</th><th align="left">Education</th><th align="left">Employment type</th></tr></thead><tbody valign="top"><tr><td align="left">1.</td><td align="left">Esi</td><td align="left">Biological mother</td><td align="left">Mobility challenges</td><td align="left">50</td><td align="left">JHS</td><td align="left">Trader</td></tr><tr><td align="left">2.</td><td align="left">Catherine</td><td align="left">Paternal aunt</td><td align="left">Mobility challenges</td><td align="left">43</td><td align="left">JHS</td><td align="left">Seamstress</td></tr><tr><td align="left">3.</td><td align="left">Awuni</td><td align="left">Biological father</td><td align="left">Mobility challenges</td><td align="left">45</td><td align="left">JHS</td><td align="left">Unemployed</td></tr><tr><td align="left">4.</td><td align="left">Adwoa</td><td align="left">Maternal grandmother</td><td align="left">Visual impairment</td><td align="left">73</td><td align="left">Primary</td><td align="left">Unemployed</td></tr><tr><td align="left">5.</td><td align="left">Mary</td><td align="left">Biological Mother</td><td align="left">Visual impairment</td><td align="left">27</td><td align="left">JHS</td><td align="left">Unemployed</td></tr><tr><td align="left">6.</td><td align="left">Constance</td><td align="left">Maternal aunt</td><td align="left">Mobility challenges</td><td align="left">70</td><td align="left">Primary</td><td align="left">Trader</td></tr><tr><td align="left">7.</td><td align="left">Asumah</td><td align="left">Paternal uncle</td><td align="left">Visual impairment</td><td align="left">51</td><td align="left">JHS</td><td align="left">Unemployed</td></tr><tr><td align="left">8.</td><td align="left">Addae</td><td align="left">Stepmother</td><td align="left">Visual impairment</td><td align="left">33</td><td align="left">SHS</td><td align="left">Unemployed</td></tr><tr><td align="left">9.</td><td align="left">Broni</td><td align="left">Biological mother</td><td align="left">Visual impairment</td><td align="left">49</td><td align="left">SHS</td><td align="left">Unemployed</td></tr><tr><td align="left">10.</td><td align="left">Muna</td><td align="left">Maternal grandmother</td><td align="left">Mobility challenges</td><td align="left">57</td><td align="left">JHS</td><td align="left">Unemployed</td></tr><tr><td align="left">11.</td><td align="left">Nana</td><td align="left">Paternal grandmother</td><td align="left">Mobility challenges</td><td align="left">41</td><td align="left">JHS</td><td align="left">Unemployed</td></tr><tr><td align="left">12.</td><td align="left">Abena</td><td align="left">Paternal grandmother</td><td align="left">Visual impairment</td><td align="left">75</td><td align="left">Primary</td><td align="left">Unemployed</td></tr><tr><td align="left">13.</td><td align="left">Afrifa</td><td align="left">Stepfather</td><td align="left">Visual impairment</td><td align="left">55</td><td align="left">Tertiary</td><td align="left">Teacher</td></tr><tr><td align="left">14.</td><td align="left">Ama</td><td align="left">Maternal grandmother</td><td align="left">Visual impairment</td><td align="left">81</td><td align="left">No formal education</td><td align="left">Unemployed</td></tr><tr><td align="left">15.</td><td align="left">Appiah</td><td align="left">Stepmother</td><td align="left">Visual impairment</td><td align="left">35</td><td align="left">SHS</td><td align="left">Unemployed</td></tr><tr><td align="left">16.</td><td align="left">Owusu</td><td align="left">Biological father</td><td align="left">Mobility challenges</td><td align="left">78</td><td align="left">Primary</td><td align="left">Unemployed</td></tr><tr><td align="left">17.</td><td align="left">Akosua</td><td align="left">Maternal grandmother</td><td align="left">Visual impairment</td><td align="left">80</td><td align="left">Primary</td><td align="left">Unemployed</td></tr><tr><td align="left">18.</td><td align="left">Gladys</td><td align="left">Biological mother</td><td align="left">Mobility challenges</td><td align="left">40</td><td align="left">JHS</td><td align="left">Trader</td></tr><tr><td align="left">19.</td><td align="left">Mawutor</td><td align="left">Paternal aunt</td><td align="left">Visual impairment</td><td align="left">65</td><td align="left">JHS</td><td align="left">Unemployed</td></tr><tr><td align="left">20.</td><td align="left">Gyabeng</td><td align="left">Stepfather</td><td align="left">Mobility challenges</td><td align="left">58</td><td align="left">JHS</td><td align="left">Unemployed</td></tr></tbody></table> </ephtml> </p> <p>Twenty‐five current learners and dropouts with visual and physical disabilities, predominantly females aged 13 to 17 years old, participated. The majority attended public JHS or SHS, and only a few were enrolled in private schools.</p> <p>Primary caregivers were primarily biological parents, although extended family members also contributed significantly. The participating relatives' ages ranged from 27 to 81 years, and the majority were unemployed or working in informal trades.</p> <hd id="AN0186162445-7">Instrument</hd> <p>A semi‐structured interview guide, informed by the literature (Nketsia, [<reflink idref="bib24" id="ref47">24</reflink>]; Opoku, [<reflink idref="bib28" id="ref48">28</reflink>]) and the Disability Act of Ghana, Act 715 of 2006 (Sections 6–22, regarding access to public places and services, the education of people with disabilities, facilities and equipment in education institutions, free education and special schools), was used to explore the experiences of learners with disabilities and their caregivers. Prompts and probes facilitated deeper insights, while field notes taken after each interview enriched the findings by adding context to the participants' accounts. Prior to its deployment, the interview guide was piloted among non‐participating learners with disabilities and their families residing in a sister district to ascertain its appropriateness in gathering the most relevant data to answer the research question.</p> <hd id="AN0186162445-8">Procedure</hd> <p>This study obtained ethical approval from the Committee for Human Research, Publication and Ethics (CHRPE/AP/155/23) at the Kwame Nkrumah University of Science and Technology. The Ghana Federation of Disability Organisations, the Ghana Education Service and the Department of Social Welfare approved and supported participant recruitment. For participants under 18 years of age, consent was obtained from their parents or guardians. Signed or thumb‐printed consent forms were also gathered from the participating family members. This enhanced voluntary participation, withdrawal rights and consensus for potential scholarly use of data.</p> <p>The interviews, conducted primarily in Akan (over 70%) and English, took place at homes, schools and community settings over the course of five weeks and lasted 45 to 60 min per session. The interviews explored the participants' experiences accessing inclusive education as outlined in the Disability Act of Ghana, Act 715 of 2006. The participants received airtime worth 20 Ghana cedis (GH₵ 20) as compensation.</p> <hd id="AN0186162445-9">Data analysis</hd> <p>Following Wirihana et al.'s ([<reflink idref="bib38" id="ref49">38</reflink>]) approach, content analysis was used to extract meaningful insights. Audio recordings were transcribed into text and reviewed, and then key phrases were identified to develop themes. The themes were then clustered based on similarities, and comprehensive interpretations were drawn. A thematic structure was created to reflect the findings accurately. These themes were subsequently validated by the participants. The themes were then compared with the sections of Ghana's Act 715 to assess their alignment.</p> <p>To enhance data trustworthiness, the transcripts were captured verbatim, and those in local dialects underwent thorough back‐to‐back translation and verification through member‐checking and reflexivity (Connelly, [<reflink idref="bib10" id="ref50">10</reflink>]). An audit trail further enhanced confirmability (Pope, [<reflink idref="bib30" id="ref51">30</reflink>]), and participant validation augmented the results' credibility.</p> <hd id="AN0186162445-10">FINDINGS</hd> <p>The core themes identified included finances, inclusive education resources, built environment and labelling.</p> <hd id="AN0186162445-11">Finances</hd> <p>Section 18 of Ghana's Disability Act of Ghana, Act 715 of 2006, states that the government will:</p> <p></p> <ulist> <item> <emph>'Provide free education for a person with disability'.</emph> </item> <p></p> <item> <emph>'Establish special schools for people with disabilities who, because of their disability, cannot be enrolled in formal schools'.</emph> </item> </ulist> <p>Despite the legislative guarantee of free inclusive education, the participants reported financial barriers to accessing education for learners with disabilities. They emphasised that unemployment and underemployment led to limited finances, while additional levies, such as Parent–Teacher Association (PTA) dues, housing costs, cleaning supplies and exam fees, imposed significant hardship on families. The participants reiterated that, due to these financial burdens, with respect to accessing educational provisions, many learners with disabilities either missed school entirely or delayed reporting.</p> <p>To this end, one participant said:</p> <p> <emph>'Although categorised as a government school, we pay fees under pretences like PTA dues and fumigation levies. The last term was 70 gh, down from 100 gh. Non‐payment leads to suspension, thus forcing students to stay home until fees are settled and causing academic struggles'</emph>. (Dora, 16‐year‐old learner with visual impairment in a public school)</p> <p>A few participants were upset to learn that even with this governmental legislative provision, they had to pay for certain services out of pocket without reimbursement. Again, some participants recounted that they could not afford the associated cost of transportation to access special educational services for learners with disabilities outside of the municipality.</p> <p> <emph>'The transport fare to the Central Region is overwhelming, costing nearly double the school fees. Without support after this semester, I fear that she may have to leave school and possibly learn a trade instead'</emph>. (Abena, 75‐year‐old unemployed paternal grandmother)</p> <hd id="AN0186162445-12">Inclusive education resourcing</hd> <p>Section 17 of Ghana's Disability Act of Ghana, Act 715 of 2006, states the following:</p> <p> <emph>'The Minister of Education shall, by legislative instrument, designate schools or institutions in each region that shall provide the necessary facilities and equipment that will enable persons with disabilities to fully benefit from the school or institution'</emph>.</p> <p>The participants highlighted that the unavailability and poor condition of assistive technologies impeded the educational experiences of learners with disabilities. Specifically, visually impaired participants noted that faulty or inadequate video magnifiers forced them to spend significant time at resource centres, limiting in‐class engagement and impeding their educational needs. One student said:</p> <p> <emph>'There are not enough computers installed with JAWS [Job Access With Speech] software. Moreover, the majority of computers are also defective, and the Braille embosser at the resource centre does not function. Thus, we struggle to follow the lessons and assignments given by our resource teachers'</emph>. (Fyn, 15‐year‐old learner with visual impairment in a public school)</p> <p>A caregiver reported:</p> <p> <emph>'Whenever I carry my ward on my back to her classroom, I can only see a few [items of] flexible furniture available, and even that they are gradually becoming obsolete due to the pressure on their usage by all the mobility‐impaired learners'</emph>. (Muna, unemployed maternal grandmother)</p> <p>In addition, some of the participants explained that only a few of them received assistive technology support from the government through the Department of Social Welfare. One participant said:</p> <p> <emph>'I had to cough up money to buy him reading glasses after the medical assessment, as Social Welfare was reluctant to provide assistance'</emph>. (Appiah, 35‐year‐old unemployed stepmother)</p> <p>The participants emphasised the inadequacy of inclusive schoolteachers, noting their limited numbers and inability to meet the needs of learners with disabilities. They recounted that overcrowded classrooms further overwhelmed teachers, negatively affecting their capacity to effectively support learners with disabilities. A family member with an adolescent living with a disability highlighted the following:</p> <p> <emph>'The shortage of Braille teachers locally forces me to send my son to a special school, which incurs significant costs. I wish schools in this community had teachers skilled in Braille to support his education'</emph>. (Ama, 41‐year‐old illiterate and unemployed maternal grandmother)</p> <p>The participants reported that due to the limited number of inclusive classroom teachers, either inadequate attention was offered to learners with disabilities or schools recorded significant casualties. A student living with a disability commented the following:</p> <p> <emph>'We are often excluded from extracurricular activities because many peers with disabilities are injured due to the absence of teachers equipped to manage such events'</emph>. (Cassandra, 16‐year‐old visually impaired public school dropout)</p> <hd id="AN0186162445-13">Built environment</hd> <p>Section 6 of Ghana's Disability Act of Ghana, Act 715 of 2006 outlines that:</p> <p> <emph>'The owner or occupier of a place to which the public has access shall provide appropriate facilities that make the place accessible to and available for use by a person with disability'</emph>.</p> <p>Moreover, Section 7 states:</p> <p> <emph>'A person who provides any service to the public shall put in place the necessary facilities that make the service available and accessible to a person with disability'</emph>.</p> <p>Nonetheless, most participants (<emph>n</emph> = 38) revealed that the built environments in most schools patronised by learners with disabilities were rarely accessible. They recalled that the architectural design of educational institutions posed a significant barrier that learners with disabilities needed to surmount. For example, according to one student with disabilities, 'There is a steep slope enroute to the classroom to the dormitory that posed a challenge for visually impaired learners'. Consequently, learners with disabilities sometimes had to literally crawl into classrooms for lessons, especially when it rained. A relative of an adolescent with disabilities shared the following:</p> <p>[The] <emph>'challenge is that the mobility impaired son is unable to wheel himself safely to his classroom because there were no ramps to make the classroom easily accessible'</emph>. (Muna, 57‐year‐old unemployed maternal grandmother)</p> <p>Another participant said:</p> <p> <emph>'The route to the washroom is challenging, especially when it rains, making it unsafe and risky. It's often better to avoid using the toilet to prevent slipping and severe injury'</emph>. (Kaleb, 17‐year‐old learner with visual impairment in a public school)</p> <p>The participants reported that the school toilet and washroom facilities were barriers because of their unsuitable designs. They noted the challenges with toilet seats and remarked that washroom architecture was inaccessible and prevented independent use.</p> <p> <emph>'The positioning of toilet seats makes independent use challenging and requires assistance, which is deeply uncomfortable. I would rather skip class and go home to answer nature's call than face the embarrassment of seeking help here'</emph>. (Portia, 13‐year‐old learner with visual impairment in a private school)</p> <hd id="AN0186162445-14">Labelling</hd> <p>Under labelling, the sub‐themes identified were enrolment problems in some private schools and derogatory name calling.</p> <hd id="AN0186162445-15">Enrolment problems in some private schools</hd> <p>Section 20 of Ghana's Disability Act of Ghana, Act 715 of 2006, states the following:</p> <p></p> <ulist> <item> <emph>'A person responsible for admission into a school or other institution of learning shall not refuse to give admission to a person with disability on account of the disability unless the person with disability has been assessed by the ministry responsible for education in collaboration with the ministries responsible for health and social welfare to be a person who is clearly required to be in a special school for children or persons with disability'.</emph> </item> <p></p> <item> <emph>'A person who contravenes Subsection (<reflink idref="bib1" id="ref52">1</reflink>) commits an offence and is liable on summary conviction to a fine not exceeding 50 penalty units or imprisonment for a term not exceeding three months or to both'.</emph> </item> </ulist> <p>Contrary to these provisions, many private schools in the study area refused admission to learners with disabilities, citing inadequate resources. The participants reported being denied admission due to physical barriers, such as upper‐floor classrooms and a lack of trained inclusive teachers or disability resource personnel.</p> <p>They explained that mainstream teachers were often ill equipped to address the specialised needs of learners with disabilities. According to the participants, learners with disabilities were disruptive, risky or unmanageable in inclusive classrooms. In addition, admission was refused to those who were unable to read, write or speak English, further marginalising this vulnerable group. A comment in support of this assertion is as follows:</p> <p> <emph>'I was denied admission due to my physical disability, despite a non‐disabled peer with lesser competence being accepted, which is clearly discriminatory'</emph>. (Lucy, 15‐year‐old learner with physical disabilities in a private school)</p> <p>Due to the denial of admission to these private schools, some participants resolved to either seek admission to public schools or teach learners with disabilities at home. One relative said:</p> <p> <emph>'Although I prefer my ward attending a private school for improved academics, I am left with no option but to enrol him in a public school after the disability‐influenced denial of admission'</emph>. (Nana, 41‐year‐old unemployed paternal grandmother)</p> <hd id="AN0186162445-16">Derogatory name calling</hd> <p>Section 37 of Ghana's Disability Act of Ghana, Act 715 of 2006, specifies the following:</p> <p></p> <ulist> <item> <emph>'A person shall not call a person with disability derogatory names because of the disability of the person'.</emph> </item> <p></p> <item> <emph>'A person who contravenes Subsection (<reflink idref="bib1" id="ref53">1</reflink>) commits an offence and is liable on summary conviction to a fine not exceeding 50 penalty units or to a term of imprisonment not exceeding three months or to both'.</emph> </item> </ulist> <p>Several learners with disabilities reported that their peers verbally abused them in school. The participants reported being called unsolicited and undignified names related to their impairments during lessons and breaks. They condemned these derogatory attitudes because they affected their dignity, fostered isolation and perpetuated the stigmatisation of learners with disabilities. The following comment was shared during a conversation with the participants:</p> <p> <emph>'They call us all sorts of funny names in our school. "Thirty‐nine forty (39–40)", "porzo" (label for physical disability) and "Apakye Nyansafo" (persons with physical disabilities who are smart) are among the popular derogatory names assigned to people like us'</emph>. (Adelaide, 13‐year‐old learner with physical disabilities in a public school)</p> <p>The participants noted that teachers, instead of protecting learners with disabilities, also called them derogatory names. A participant recounted:</p> <p> <emph>'Unfortunately, some teachers who are even expected to know better also give some of these names to persons with disabilities in their classes. It is disheartening and unprofessional. Imagine if I caught one calling my child "yalefoc no" (the sick person).... literally meaning "the sick child"'</emph>. (Gyabeng, 58‐year‐old unemployed stepfather)</p> <p>The participants reported that derogatory name calling of learners with disabilities fosters exclusion, seclusion and segregation, thus negatively affecting their academic achievements. For example, according to one participant:</p> <p> <emph>'I prefer to be alone than to be among them. They tease me like I am not a human being like them'</emph>. (Kofi, 16‐year‐old learner with physical disabilities in a public school)</p> <hd id="AN0186162445-17">DISCUSSION</hd> <p>This study aimed to develop insights into learners with disabilities and their caregivers' perspectives on access to the inclusive education provisions outlined in the Disability Act of Ghana, Act 715 of 2006. The study presented a rare opportunity for the participants to share their opinions on inclusive education and the provisions within the Disability Act of Ghana. The results revealed a contradiction between the Act's provisions and what occurs in schools. CDT states the need for policymakers to 'uphold individual rights' (Burch, [<reflink idref="bib9" id="ref54">9</reflink>]), yet notable barriers were found that impede children with disabilities' right to education. For example, although Section 18 of the Disability Act 715 of 2006 guarantees educational equity by making access free to all learners with disabilities (Republic of Ghana, [<reflink idref="bib32" id="ref55">32</reflink>]), the financial hardships caused by the imposition of unsanctioned levies, such as examination fees, PTA dues and housing costs, hinder access for learners with disabilities. These additional costs, often unaffordable for families, lead to exclusion and marginalisation, reflecting a broader trend in developing countries (Kambasha, [<reflink idref="bib18" id="ref56">18</reflink>]). It is apparent that the provisions in the Disability Act intended to remove the cost barrier to education for children with disabilities have yet to be implemented. In the literature, financial barriers are consistently identified as significant obstacles to inclusive education (Opoku, [<reflink idref="bib28" id="ref57">28</reflink>]). Moreover, the link between disability and poverty exacerbates these challenges, affecting not only individuals with disabilities but also their families (World Health Organization, [<reflink idref="bib39" id="ref58">39</reflink>]). This finding lends support to the ways in which policymakers could find additional sources of funding to support the education of learners with disabilities.</p> <p>Another barrier hindering learners with disabilities from fully enjoying their rights is the lack of learning resources in schools. Specifically, the findings showed limited access to assistive technology. The lack of such technologies contradicts Section 17 of the Disability Act of Ghana, Act 715 of 2006 and restricts access to educational materials in accessible formats (Rao et al., [<reflink idref="bib31" id="ref59">31</reflink>]). While the state has lagged behind in providing these technologies (Ampratwum et al., [<reflink idref="bib5" id="ref60">5</reflink>]), families' financial constraints exacerbate the issue (Osam et al., [<reflink idref="bib29" id="ref61">29</reflink>]). This inadequacy undermines effective communication and collaboration among learners, educators and peers (Ampratwum et al., [<reflink idref="bib5" id="ref62">5</reflink>]). A national dialogue between policymakers and educators could help identify and allocate resources to address this issue.</p> <p>The findings also contradicted the CDT tenet of 'independence', dignity, autonomy and privacy. We found that learners with disabilities were unable to navigate schools' physical environments. Poor architectural designs contradict Sections 6, 7, 22, 25 and 28 of the Disability Act of Ghana, eroding the autonomy and dignity of learners with disabilities (Odame et al., [<reflink idref="bib26" id="ref63">26</reflink>]; Republic of Ghana, [<reflink idref="bib32" id="ref64">32</reflink>]). Such environments physically bar access to educational spaces and symbolically reinforce exclusion (Ackah‐Jnr & Danso, [<reflink idref="bib1" id="ref65">1</reflink>]). Reports of learners crawling or navigating hazardous conditions underscore the urgent need for inclusive and accessible designs (Ackah‐Jnr & Danso, [<reflink idref="bib1" id="ref66">1</reflink>]). Investments in inclusive infrastructure and policies are essential for creating resourceful and respectful educational settings in which learners with disabilities can thrive independently.</p> <p>CDT's tenet of 'prioritising diversity' emphasises creating supportive environments to unlock learners' potential. However, the findings revealed a pervasive mockery and labelling of learners with disabilities by both teachers and peers, violating Section 7 of the Disability Act of Ghana, Act 715 of 2006. Such derogatory behaviour, especially when perpetuated by teachers—role models of learners—reinforces negative societal attitudes and marginalises these learners (Moasun & Mfoafo‐M'Carthy, [<reflink idref="bib22" id="ref67">22</reflink>]). This hostile environment may increase dropout rates or mental health challenges among learners with disabilities (Mantey, [<reflink idref="bib21" id="ref68">21</reflink>]). Inclusive schools should be welcoming, peaceful and socially supportive (Nketsia, [<reflink idref="bib24" id="ref69">24</reflink>]). Policymakers must prioritise public education on fostering conducive learning environments to promote participation.</p> <hd id="AN0186162445-18">Study limitations</hd> <p>This qualitative study focused on the experiences of learners with physical disabilities and visual impairments, as well as their families in one Ghanaian municipality. Future research should employ quantitative methodologies to incorporate perspectives from policymakers, educators, and people with cognitive impairments from a wide range of regions to better evaluate inclusive education's implementation and accessibility.</p> <hd id="AN0186162445-19">CONCLUSION AND STUDY IMPLICATIONS</hd> <p>CDT was adopted as the theoretical lens through which to explore the experiences of learners with disabilities and their families in accessing inclusive educational services, as defined in Ghana's Disability Act of Ghana, Act 715 of 2006. The findings showed discrepancies between the legislative provisions under Sections 5, 7, 17, 18, 22, 25 and 28 of the Disability Act of Ghana, Act 715 of 2006 (Republic of Ghana, [<reflink idref="bib32" id="ref70">32</reflink>]) and the actual in‐school experiences of learners with disabilities and their families. The key themes identified were a lack of resources, challenges with the built environment and derogatory labelling. Despite the legal mandate for free education under Section 18 and the provision of necessary resources and accessible environments under Sections 17, 6 and 7, respectively, as described in the Disability Act of Ghana, Act 715 of 2006, the participants' experienced financial difficulties, inadequate resources, inaccessible built environments and social stigmatisation. These findings highlight perhaps an unconscious systemic failure, with inclusive schools unable to meet the nuanced needs of learners with disabilities.</p> <p>The findings could have implications for policy reform and call for a multifaceted approach to address inconsistencies in inclusive practices. First, there is an urgent need for a contextual conception of inclusive education and the scope of practice. This could be achieved through engagement between Ghana's Ministry of Education, learners with disabilities and their families to understand the resources needed to practice inclusive education. Doing this would enable the Government to realistically understand its contribution towards the implementation of inclusive education. Second, the Special Education Division of the Ghana Education Service could consider improving the capacity of educators through specialised training in inclusive education practices. Mainstream teachers could be equipped with the skills and knowledge to cater to the needs of learners with disabilities in inclusive classrooms. Furthermore, Ghanaian policymakers should consider involving communities and fostering partnerships with disability advocacy groups to promote a culture of inclusivity in policy‐making.</p> <hd id="AN0186162445-20">FUNDING INFORMATION</hd> <p>None.</p> <hd id="AN0186162445-21">CONFLICT OF INTEREST STATEMENT</hd> <p>The authors do not report any potential conflict of interest.</p> <hd id="AN0186162445-22">DATA AVAILABILITY STATEMENT</hd> <p>Data used and/or analysed for this study are available from the corresponding author upon reasonable request.</p> <hd id="AN0186162445-23">ETHICS STATEMENT</hd> <p>This study obtained ethical approval from the Committee for Human Research, Publication and Ethics (CHRPE/AP/155/23).</p> <ref id="AN0186162445-24"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref52" type="bt">1</bibl> <bibtext> Ackah‐Jnr, F.R. & Danso, J.B. 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: '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
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ebenezer+Mensah+Gyimah%22">Ebenezer Mensah Gyimah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3962-7631">0000-0002-3962-7631</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ebenezer+Dassah%22">Ebenezer Dassah</searchLink><br /><searchLink fieldCode="AR" term="%22Maxwell+Peprah+Opoku%22">Maxwell Peprah Opoku</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7620-0007">0000-0001-7620-0007</externalLink>)<br /><searchLink fieldCode="AR" term="%22William+Nketsia%22">William Nketsia</searchLink><br /><searchLink fieldCode="AR" term="%22Philip+Atta+Mensah%22">Philip Atta Mensah</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Special+Education%22"><i>British Journal of Special Education</i></searchLink>. 2025 52(2):126-136.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Rights%22">Student Rights</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Disabilities%22">Physical Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Problems%22">Financial Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Environment%22">Physical Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Labeling+%28of+Persons%29%22">Labeling (of Persons)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Allocation%22">Resource Allocation</searchLink><br /><searchLink fieldCode="DE" term="%22Investment%22">Investment</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/1467-8578.12572
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0952-3383<br />1467-8578
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Label: Abstractor
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1474988
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1474988
RecordInfo BibRecord:
  BibEntity:
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      – Type: doi
        Value: 10.1111/1467-8578.12572
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 126
    Subjects:
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Student Rights
        Type: general
      – SubjectFull: Physical Disabilities
        Type: general
      – SubjectFull: Visual Impairments
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Financial Problems
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      – SubjectFull: Educational Resources
        Type: general
      – SubjectFull: Physical Environment
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      – SubjectFull: Labeling (of Persons)
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      – SubjectFull: Educational Policy
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      – SubjectFull: Resource Allocation
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      – SubjectFull: Investment
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Ghana
        Type: general
    Titles:
      – TitleFull: '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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              M: 06
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