In June 1994, at a conference organised by UNESCO in Salamanca, Spain, access to inclusive education for persons with disability was reaffirmed as a fundamental right, in line with the 1948 Universal Declaration of Human Rights provisions. The conference report called upon all governments to prioritize inclusive education in developing school curricula (UNESCO, 1994). This call aligns with the provisions of the UN Convention on the Rights of the Child (1989) and, subsequently, the UN Convention on the Rights of Persons with Disabilities (United Nations Treaty Series, 2006). In accordance with the objectives of the Salamanca conference, governments as well as national and international stake - holders, particularly in Westernized Societies, have developed policies and strategies for enhancing inclusion and access to education (Mantey, 2014). Given the critical role of education in global development, the Salamanca Statement, signed by ninety-two countries, called on signatories to adopt the Inclusion Education (IE) principle to ensure that every child has access to quality education, irrespective of physical and mental challenges (UNESCO, 1994).
Additionally, the UN Convention on the Rights of Persons with Disabilities advocates for all persons to have equal opportunity to quality education and calls for the elimination of barriers that bar people from participating in schools (United Nations Treaty Series, 2006). The Convention on the Rights of Children also recognizes education as a right of all children and advocates for equal education for all (United Nations Treaty Series, 2006).
Inclusive Education recognizes and responds to the varying needs of students, including the learning and teaching approaches suitable for these learners, as well as ensuring the provision of appropriate curricula, resources, and support essential for quality education (Petrescu, 2013). According to Gadagbui (2010), inclusive education encourages children to develop a firm belief and self-confidence in themselves and reduces discrimination, which helps them participate effectively in society. Despite the treaties and international calls for inclusive education (IE), Ofori (2018) indicated that not all countries have been able to implement it effectively.
Abubakar (2019) contends that, “disability is a condition in which a person is unable to perform essential everyday tasks mobility, spatial orientation, or control of the body because of injury or deformity to one or more vital organs, such as the skeleton, muscles, hands, toes, fingers, or spinal cord. A disabling condition creates an impairing situation by putting an obstacle in the way of tasks that should be completed easily or independently.” According to WHO & World Bank (2013) the outcome of disability is the interactions between health issues and personal, environmental, and societal variables rather than being only a biological or social construct. Disability can manifest in three ways: a physical or functional impairment; an activity constraint, like not being able to read or move; or a restriction in participation, such as being driven out of school or workplace. In addition to this perspective, UNICEF (2014) argues that the concept of disability is a complicated issue than its traditional meaning of body defects on individuals. Disability has been placed in the context of diversity, poverty, and discrimination, as well as being denied access to human rights
Despite formulating policies and constitutional instruments to promote inclusive education in Ghana, Obeng-Asamoah (2016) argues that the implementation and practice of inclusive education in Ghana is yet to be effective due to several factors. According to Ofori (2018), implementing and practising inclusive education requires systemic changes to the country’s educational system. Hence, considerable changes to the norms and culture of education must be considered before inclusive education can thrive.
As part of the accounting factors for the ineffectiveness of inclusive education in Ghana, Slee (2011) revealed that most people in the country have negative attitudes towards implementing and practising inclusive education. The study further opined that the negative public attitude to inclusivity in schools often deters families of persons with disabilities from enrolling them in school. Given this, Obeng-Asamoah (2016) stated that adopting a positive mindset and attitude toward disabilities is necessary for promoting inclusive education in Ghanaian society. In understanding the factors that account for this behaviour, Tchintcharauli and Javakhishvili (2017) revealed that most parents of disabled children are primarily ashamed of their children’s disability. Hence, they cannot afford to face public ridicule for taking their wards to school. Nonetheless, promoting inclusive education in society is particularly important in mitigating people’s negative perceptions/attitudes about people with disabilities.
Additionally, Hodkinson (2010) also pointed out that some teachers within the Ghanaian educational system have negative attitudes towards children with challenging behaviours or disabilities, which collectively thwart the country’s efforts to enhance inclusive education. The study further noted that some of these teachers even, to some extent, consider the exclusion of such students from mainstream education. According to Kuyini and Boitumelo (2011), teachers are central to the implementation of inclusive education, and hence, it is essential to enhance their capacity to support children with disabilities. Apart from the negative attitude of teachers, Kuyini (2010) stated that most of the schools lack disability-friendly infrastructure and facilities conducive for disabled students to access educational facilities. Providing proper facilities and infrastructure in these schools will encourage more disabled students to attend, promoting inclusive education.
Comparatively, the implementation and practice of inclusive education in Ghana differs from that of the Westernized world. In Ontario, for example, the Ministry of Education (2021) explained that the province has invested a lot in inclusive education. As a result of that, students with disabilities are more easily integrated into the educational system, albeit unevenly across school boards and geographic regions. Kopfer and Oskarsdottir (2019) noted that, despite segregated placements within Canada, the country is considered a model for inclusive education on the global stage. At the same time, the lack of a unified national policy emphasizes the need to investigate the potential impact of decentralized education governance on inclusive education outcomes. As a researcher looking into the challenges of implementing inclusive education policies in Ontario, the identified barriers provide valuable insights with important implications for future research and practical considerations. Investigating how policy and implementation variations across provinces affect student experiences and outcomes can help us gain a more nuanced understanding of the relationship between policy decisions and inclusive practices. The lack of a unified national policy results in ongoing disparities in inclusive education practices across provinces, perpetuating fragmented approaches and limiting the potential for a cohesive and equitable national system. This could result in uneven educational experiences and outcomes for students with varying strengths and needs. Grynova and Kalinichenko (2018) conducted a comparative study of inclusive studies in Canada and the United States that revealed Canada lacks a single legislative act that governs the practice of inclusive education. The persistence of societal and systemic barriers globally emphasize the importance of studying the interactions between broader societal attitudes, policy formulation, and on-the-ground implementation.
Financial constraints are another barrier that may stymie progress in inclusive education and prevent the development of sustainable funding models. Without adequate funding, schools may struggle to implement necessary changes, potentially perpetuating resource disparities and limiting access to inclusive education for all students. According to Volker et al. (2022), increased staff capacity and funding are required to consider inclusive education. To address these concerns, their study proposed combining aspects of Universal Design for Learning and Differentiated Instruction to maintain the least restrictive environment while tailoring to individual student needs. The incorporation of Universal Design for Learning principles into classrooms and learning environments promotes inclusion by providing support for all students, including those with special needs. The research findings highlighted significant disparities between the two countries’ inclusive education landscapes. Canada is a trailblazer, guiding inclusive practices through legislative advancements such as the Charter of Rights and Freedoms and province-specific acts. Proactive approaches in provinces such as Ontario, which prioritize an inclusive base curriculum, teacher training, capacity building, and the creation of a supportive social environment, demonstrate a comprehensive commitment to inclusion.
Ghana, on the other hand, faced historical challenges in its transition to inclusive education, including the establishment of separate special education schools. Despite the implementation of an integrated system in the 1980s and subsequent policies such as the Educational Strategic Plan (ESP), Ghana continues to face challenges such as geographical disparities, prohibitive costs, and a need for improved teacher understanding and skills. The National Inclusive Education Policy of 2016, while a step forward, has been criticized for falling short of expectations.
The comparative analysis emphasizes the need for Ghana to strategize and improve its inclusive education efforts. Ghana stands to draw lessons from Canada’s model. By delving into the policies, community structures, and challenges in both countries, this study provides a nuanced understanding of the complexities of implementing inclusive education. It emphasizes opportunities for Ghana to take inspiration from Canada’s successes, particularly in terms of legislative support, diverse provincial strategies, and comprehensive teacher training initiatives.
This research project makes an important contribution to the field of inclusive education. By synthesizing existing literature and conducting a comparative analysis, it provides policymakers, educators, and stakeholders in Ghana with actionable information. The importance of strategic planning, policy refinement, and community engagement in promoting inclusive education is highlighted. As Ghana embarks on its inclusive education journey, the experiences and successes of Canada provide a blueprint for transformative progress, ensuring that all students, regardless of their abilities, can access quality education.
REFERENCES
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Grynova, M., & Kalinichenko, I. (2018). Trends in inclusive education in the USA and Canada. Comparative Professional Pedagogy. Journal of Education Policy, 17(1), 71-86. DOI: 10.2478/rpp-2018-0016
Hodkinson, A. (2010). Inclusive and special education: Inclusive and special education in the English educational system: historical perspectives, recent developments, and future challenges. British journal of special education, 37(2), 61-67. Retrieved from Ghana Web
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Laadi Salifu graduated from Brock University in 2024 with a master’s degree in social justice and Equity Studies, earning the Distinguished Student Award. Her research centers on inclusive education for persons with disabilities, an area she plans to explore further in her future PhD studies. Laadi is currently dedicated to identifying and creating opportunities that will bring meaningful changes to Ghana’s Inclusive Education System.