Childhood Inclusive Education in Ghana Florence Akua Mensah 1* Jeremiah Badu-Shayar 2 1.Department of Special Education, University of Education, PO box 25, WinnebaCentral Region- Ghana 2.Division of Special Education, Ghana Education Service, Accra –Ghana Abstract The National Policy on Education of 1996 states that every individual has the right to education, regardless of personal circumstances or capacity (ILO, 2013). Removing barriers to participation in learning for all learners is at the core of inclusive education systems (UNESCO, 2005). 1.1 Context of Ghana 3 1.2 Education finance 4 1.3 Education management 4 1.4 Basic education 5 1.5 Secondary education 7 1.6 TVET 8 1.7 Inclusive and special education 8 1.8 NFE 9 1.9 Tertiary 10 1.10 Wider policy context 10 2 Policy framework of the ESP 13 2.1 ESP development process 13 2.2 Development of the ESP 13 Progress on inclusive education – although uneven – is being made, and examples can be found in different regions all over the world. Accountability, neoliberalism, competition between educational centers are some other barriers that make it difficult to fully implement the concept of inclusive education in the mainstream system. Focusing on inclusive education can inclusive education is an approach that looks into how to transform education systems and other learning environments in order to respond to the diversity of learners. If anything, it is one of the barriers to moving forward" (Clough and Corbett, 2000). IIEP recently spoke with Anthony Boateng the Deputy Director General for Ghana’s Education Service (GES) about the country’s Inclusive Education Policy. 2. In many cases, the inclusion of children with mild or moderate disabilities into mainstream schools can be done with little extra costs and with only minor changes to school infrastructure and teaching practices. Stereotypes among teachers and other stakeholders about early childhood education serve as barriers to providing quality instruction in early childhood classrooms in Ghana. Authors: Mercy Amokwandoh; Theodora Akorfa Kunyegbe – HFFG, Ghana and Veronica Ayi-Bonte – IRC, Ghana Reviewers: Mrs. Cecilia Senoo (Executive Director, HFFG), Ms. Nancy Ansah (HFFG), 14 November 2020 Identifying barriers to inclusion in WASH Barriers … As of 2017, there are 24 special education schools and 220 special education units within mainstream schools (ZAPD, 2017). Education. A qualitative method, using in 25 participants, made up of the district special education Woolley.H (2006) Inclusion of disabled children Barriers of Inclusive Education for Children with Intellectual Disability in primary school playgrounds, London: Joseph Rowntree Foundation. Jha (2002) also expresses that the Salamanca Framework of Action did refer to a move from the term 'special educational needs' to inclusive education. inclusive education agenda. in inclusive schools 1, Owusu Isaac 1 , Centre for Disability and Rehabilitation Studies, Department of , Ghana District in Ashanti Region of Ghana . While Ghana has made immense progress and attitudes are changing in the country, he says more work is ahead in ensuring that all children have the opportunity to learn together. The aim of the study was to they encounter.

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