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Decade of Inclusive Education in Ghana: perspectives of educators

Authors:

Maxwell Peprah Opoku ,

University of Tasmania, AU
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Joseph Agbenyega,

Monash University, AU
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J F,

University of Tasmania, AU
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Wisdom Kwadwo Mprah,

Kwame Nkrumah University of Science and Technology, GH
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Judith Mckenzie,

University of Cape Town, ZA
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Eric Badu

Kwame Nkrumah University of Science and Technology, GH
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Abstract

Inclusive education systems reflect growing awareness of the imperatives of 21st-century societies to make quality education available to all students. The development of inclusive education in Ghana has been recognized as the process for orchestrating educational quality and equity for students with disabilities. This article contributes to the area of inclusive education from Ghanaian educators on its progress and achievements. The data in this paper emerged from a case study involving educators from two regions in Ghana. Findings show an uncoordinated attempt to pilot inclusive education across the country because of different agencies funding the project. The authors argue that there is the need for a holistic review of the program to ground the policy within the education system of Ghana.

How to Cite: Opoku, M.P., Agbenyega, J., F, J., Mprah, W.K., Mckenzie, J. and Badu, E., 2017. Decade of Inclusive Education in Ghana: perspectives of educators. Journal of Social Inclusion, 8(1), pp.4–20. DOI: http://doi.org/10.36251/josi.114
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Published on 07 Sep 2017.
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