EDUCATING PERSONS WITH DISABILITIES: A POLICY OR REALITY? THE GHANAIAN EXPERIENCE

Authors

  • Adam Awini Department of Special Education, University of Education, Winneba, Ghana
  • Eugenia Tawiah Adam University of Ghana, Accra, Ghana
  • Alexander Gariba St. John Bosco’s College of Education, Navrongo, Ghana

DOI:

https://doi.org/10.46827/ejse.v8i1.4194

Keywords:

disability, education, policies, experience

Abstract

Persons with Disabilities (PWDs) are in every community in Ghana. They are often marginalized in many spheres of life including education, families and access to public places, due to the misconceptions held about their capabilities. Even though policies and documents on the education of PWDs exist, certain considerations such as access, participation, and recognition which are fundamental, are often overlooked. This paper critically examines the nuances of the above factors by identifying some problems PWDs encounter in their quest for education. Data for this study were solicited from policy documents and fieldwork. Content analysis of policies and documents on the education of PWDs in Ghana and their experiences in Educational Institutions were discussed. Interviews and focused group discussions on the experiences of PWDs were the instruments for the study. Participants were sampled based on a simple random technique. Thirteen (13) respondents including 10 students and 3 teachers participated in the study. The study revealed that despite the various policies on the education of PWDs, they are not reflective of the situation in the schools and institutions. Some PWDs are being discriminated against and not given much recognition in their schools. Also, the environment in their institutions is not disability friendly. The paper suggests a standardized implementation plan and much advocacy on the policies for the education of PWDs. Finally, more teachers should be given the training to acquire the requisite skills needed for supporting PWDs’ education.

 

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Author Biographies

  • Adam Awini, Department of Special Education, University of Education, Winneba, Ghana

    Adam Awini (PhD) is a lecturer at the University of Education, Winneba, Ghana in the Department of Special Education. He is passionate in researching into methodology of teaching learners with visual impairments as well as inclusive education. He has published articles in both local and international journals.

  • Eugenia Tawiah Adam, University of Ghana, Accra, Ghana

    Eugenia Tawiah Adam(MPhil)holds MPhil in Guidance and Counselling, Study of Religions is a tutor and head of department of the department of education/pedagogy of the Presbyterian Women’s College of Education, Aburi, Ghana. She is currently pursuing her PhD at the University of Ghana. Her research areas include carrier and marriage counselling among persons living with disabilities.

  • Alexander Gariba, St. John Bosco’s College of Education, Navrongo, Ghana

    Alexander Gariba(MPhil) holds an MPhil in special education. He is a tutor at the St. John Bosco’s College of Education, Navrongo, Ghana. He is passionate in the education of learners with disabilities in inclusive setting. He also has interest in classroom strategies in handling learners with lower attainments in basic schools in Ghana.

References

Agbenyega, J. (2005). Support Services for Special Needs Children. Accra: Olam Press.

Avoke, M. (2002). Introduction to Special Education. Accra: Salt and Light Press.

Gordon A. (2000). Traditional Beliefs and Attitudes towards disability among the people of North Tongu. Unpublished dissertation submitted to the department for the study of religions. University of Ghana.

Ministry of Education (2015). Standards and Guidelines for Practice of Inclusive Education in Ghana. UNICEF Sandrine Bohan- Jacquot.

Ministry of Education, Inclusive Education Policy: Implementation Plan 2015-2019. UNICEF / Ghana. 2013 909O.

Ocloo, Nyadu and Dogbe (2002). The Foundation of Special Education for Children with Disability. Accra: Salt and Light Press.

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Published

2022-03-04

Issue

Vol. 8 No. 1 (2022)

Section

Articles

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