Implementation of Inclusive Education Policy in Ghana: Recommendations from Social Workers and Policy Makers

Autor/inn/en	Asamoah, Edward; Hau-lin Tam, Cherry; Abdullah, Alhassan
Titel	Implementation of Inclusive Education Policy in Ghana: Recommendations from Social Workers and Policy Makers
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 1, S.267-281 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asamoah, Edward) ORCID (Abdullah, Alhassan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2021.1955335
Schlagwörter	Foreign Countries; Inclusion; Educational Policy; Caseworkers; Social Work; Access to Education; Equal Education; Barriers; Program Implementation; Definitions; Financial Support; Agency Cooperation; Teacher Recruitment; Ghana + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Politics of education; Bildungspolitik; Soziale Arbeit; Education; Access; Bildung; Zugang; Bildungszugang; Begriffsbestimmung; Finanzielle Förderung; Lehrerrekrutierung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01