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Uncovering Cultural Regularities Underpinning the Pedagogy of Learners with Disabilities

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Title: Uncovering Cultural Regularities Underpinning the Pedagogy of Learners with Disabilities
Language: English
Authors: David K. Kumador (ORCID 0000-0002-5766-5826), Azwihangwisi E. Muthivhi (ORCID 0000-0002-9821-2794)
Source: South African Journal of Childhood Education. 2026 16(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Students with Disabilities, Early Childhood Education, Attitudes toward Disabilities, Fear, Early Childhood Teachers, Teacher Attitudes, Foreign Countries, Inclusion, Cultural Influences, Cultural Context
Geographic Terms: Ghana
ISSN: 2223-7674
2223-7682
Abstract: Background: Fear of disability tends to influence teachers' pedagogical practices in early childhood education in Ghana. Deeply rooted in socio-cultural beliefs, this fear hinders inclusive education and perpetuates exclusionary practices. Aim: This article explores the fear of disability within Ghanaian early childhood education, as an instance of Ghanaian and West African cultural practices manifesting in and through teachers' classroom activities, which constrain the effective learning and development of learners with disabilities. Setting: The research was conducted with teachers from seven early childhood education centres in Accra, Ghana. Method: We applied focus group interviews, integrating a local conversational approach to enhance the effectiveness of our Vygotsky-inspired authentic questioning method. Using an approach that embodies respect, mutual acknowledgement, and affirmation of each other's humanity, the first author was able to uncover the profound cultural meanings of the teachers' practices, which would otherwise have been difficult to reveal through a rigid application of formal methods. Results: The findings promote cultural contingency of methods as tools for uncovering the dynamic structure of cultural processes, such as fear of disability, that underpin complex social practices of the pedagogy of learners with disabilities. Conclusion: The article provides an analysis of the data and the process through which data was produced, leading to the uncovering of the underlying culturally situated regulatory processes vis-à-vis the teachers' relationship with learners with disabilities. Contribution: The paper contributes to the application of informal methods of inquiry, informed by both theory and practice in cultural psychology and education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501342
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Uncovering Cultural Regularities Underpinning the Pedagogy of Learners with Disabilities
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  Data: <searchLink fieldCode="AR" term="%22David+K%2E+Kumador%22">David K. Kumador</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5766-5826">0000-0002-5766-5826</externalLink>)<br /><searchLink fieldCode="AR" term="%22Azwihangwisi+E%2E+Muthivhi%22">Azwihangwisi E. Muthivhi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9821-2794">0000-0002-9821-2794</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Childhood+Education%22"><i>South African Journal of Childhood Education</i></searchLink>. 2026 16(1).
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
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  Data: 11
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Fear%22">Fear</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
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  Data: 2223-7674<br />2223-7682
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Fear of disability tends to influence teachers' pedagogical practices in early childhood education in Ghana. Deeply rooted in socio-cultural beliefs, this fear hinders inclusive education and perpetuates exclusionary practices. Aim: This article explores the fear of disability within Ghanaian early childhood education, as an instance of Ghanaian and West African cultural practices manifesting in and through teachers' classroom activities, which constrain the effective learning and development of learners with disabilities. Setting: The research was conducted with teachers from seven early childhood education centres in Accra, Ghana. Method: We applied focus group interviews, integrating a local conversational approach to enhance the effectiveness of our Vygotsky-inspired authentic questioning method. Using an approach that embodies respect, mutual acknowledgement, and affirmation of each other's humanity, the first author was able to uncover the profound cultural meanings of the teachers' practices, which would otherwise have been difficult to reveal through a rigid application of formal methods. Results: The findings promote cultural contingency of methods as tools for uncovering the dynamic structure of cultural processes, such as fear of disability, that underpin complex social practices of the pedagogy of learners with disabilities. Conclusion: The article provides an analysis of the data and the process through which data was produced, leading to the uncovering of the underlying culturally situated regulatory processes vis-à-vis the teachers' relationship with learners with disabilities. Contribution: The paper contributes to the application of informal methods of inquiry, informed by both theory and practice in cultural psychology and education.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Attitudes toward Disabilities
        Type: general
      – SubjectFull: Fear
        Type: general
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Inclusion
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      – SubjectFull: Cultural Influences
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      – SubjectFull: Cultural Context
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      – SubjectFull: Ghana
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      – TitleFull: Uncovering Cultural Regularities Underpinning the Pedagogy of Learners with Disabilities
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