Implementation of Inclusive Education Policy in Ghana: Recommendations from Social Workers and Policy Makers.
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| Title: | Implementation of Inclusive Education Policy in Ghana: Recommendations from Social Workers and Policy Makers. |
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| Authors: | Asamoah, Edward, Hau-lin Tam, Cherry, Abdullah, Alhassan |
| Source: | International Journal of Disability, Development & Education. Jan2022, Vol. 69 Issue 1, p267-281. 15p. 2 Charts. |
| Subjects: | Social workers, Mainstreaming in special education, Government policy, Policy sciences |
| Abstract: | To satisfy the global commitment of promoting 'Education for All', Ghana, a sub-Saharan African country developed an inclusive education policy to define the government's strategic path for the education of children and youth with special education needs. Years after making this commitment, research evidence has revealed significant challenges confronting the successful implementation of the inclusive education program. However, little has been reported on ways to address setbacks hindering the effective implementation of the inclusive education programme. Consequently, this study reports the views of practising social workers and regional level policymakers on how to address the setbacks facing the implementation of the policy. Qualitative semi-structured in-depth interviews were conducted with eleven professional social workers, two policymakers in the Ashanti region in Ghana. Data from the participants' narratives were thematically analysed with the aid of NVivo 12 Pro software. The participants recommended; reconceptualising disability, financial backing, a guideline on teacher recruitment and fostering inter-agency collaboration, as the means to achieve the policy goals. The findings suggest the need to resource responsible agencies and refocus the policy by facilitating linkage between education and social welfare in the practice of inclusive education. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | To satisfy the global commitment of promoting 'Education for All', Ghana, a sub-Saharan African country developed an inclusive education policy to define the government's strategic path for the education of children and youth with special education needs. Years after making this commitment, research evidence has revealed significant challenges confronting the successful implementation of the inclusive education program. However, little has been reported on ways to address setbacks hindering the effective implementation of the inclusive education programme. Consequently, this study reports the views of practising social workers and regional level policymakers on how to address the setbacks facing the implementation of the policy. Qualitative semi-structured in-depth interviews were conducted with eleven professional social workers, two policymakers in the Ashanti region in Ghana. Data from the participants' narratives were thematically analysed with the aid of NVivo 12 Pro software. The participants recommended; reconceptualising disability, financial backing, a guideline on teacher recruitment and fostering inter-agency collaboration, as the means to achieve the policy goals. The findings suggest the need to resource responsible agencies and refocus the policy by facilitating linkage between education and social welfare in the practice of inclusive education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1034912X |
| DOI: | 10.1080/1034912X.2021.1955335 |
