SYSTEM AND SCHOOL-LEVEL RESOURCES FOR TRANSFORMING AND OPTIMISING INCLUSIVE EDUCATION IN EARLY CHILDHOOD SETTINGS: WHAT GHANA CAN LEARN
DOI:
https://doi.org/10.46827/ejes.v0i0.2105Keywords:
resources, supports, leadership, inclusive education, inclusive early childhood education, early childhood settingsAbstract
Resourcing inclusive education is increasingly becoming a critical issue for education systems and schools. It is identified that providing adequate and sustainable resources help to transform and optimise implementation of inclusive education. This paper thus examines system and school-level resources considered essential for practising inclusive early childhood education. The extant literature reveals successful inclusive education in early childhood settings requires multifaceted and integrated resource architecture, and the paper argues further that the availability of such resources ‘smooth-drive’ inclusive practice and is defined largely by ‘effective’ system and school leadership. In order to promote quality inclusive education and enhance the work of teachers, early childhood settings and schools need to be resourced adequately. Resourcing inclusive education should be considered an investment to develop and build the capacity of early childhood settings and to empower teachers, and overall to augment system and school-level leadership. The review has implications for IECE globally and for Ghana.
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