Purpose: Inclusive Education (IE) has been recognised internationally as the ideal model of educational access to all. Despite this, it faces many challenges. The present study explored the narratives of 10 participants with diverse disabilities in Accra, Ghana, keeping the focus on (a) how children with disabilities in an Inclusive Educational facility understand their educational experiences, (b) how they perceive their relationship with peers and teachers in school, and (c) how accessible they find existing school infrastructures.Method: Using a phenomenological approach, data was generated through indepth interviews with 10 participants from two selected schools. Results:The experiences of participants, in some instances, were found to be two-sided. While participants felt accepted by some of their peers, they also experienced bullying by others. While some of the teachers were supportive, others were not. All the participants agreed that the physical school environment was disability-unfriendly. Conclusion:Despite limited participation of children with special needs, greater stakeholder commitment was observed. This is promising for the future success of Inclusive Education in Ghana.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.