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Background <p>Inclusive education is an essential paradigm shift aimed at ensuring equitable access to quality education for all children, including those with disabilities, particularly in Ghana, where challenges and opportunities exist in rural-urban settings. However, the effectiveness of inclusive education policies, particularly from caregivers’ perspectives, remains understudied.</p> Methodology <p>This qualitative study utilised a community-based participatory research approach through the application of Intersectionality Theory, conducting semi-structured interviews with 11 caregivers in Dodowa, Ghana. Participants included caregivers of children with varying disabilities, recruited through purposive sampling.</p> Findings <p>Analysis revealed five key themes: Knowledge of Inclusive Education Policies, Teacher Qualification Perspectives, Implementation Processes, Implementation Challenges, and Implementation Successes. Findings indicated variable awareness among caregivers of inclusive education policies, concerns about teacher preparedness, and significant barriers, including inadequate infrastructure and resource allocation. Despite these challenges, caregivers noted positive trends, such as increased community support and improved awareness of inclusive education.</p> Conclusion <p>The study emphasizes the critical role of caregivers in the implementation of inclusive education policies in Ghana. Insights gained from their experiences can inform policymakers and educators to enhance the effectiveness of inclusive education initiatives.</p>

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Perspectives of caregivers of children with disabilities on inclusive education implementation in the Shai-Osudoku district of Ghana

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月12日

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  • Priscilla Yeye Adumoah Attafuah,
  • Daniela Korletey,
  • Rebecca K. Steele-Dadzie,
  • Ayine Akolgo,
  • Frank Atta Ekow Hayford,
  • Elizabeth Peprah-Asare,
  • Peter Ndaa

摘要

Background

Inclusive education is an essential paradigm shift aimed at ensuring equitable access to quality education for all children, including those with disabilities, particularly in Ghana, where challenges and opportunities exist in rural-urban settings. However, the effectiveness of inclusive education policies, particularly from caregivers’ perspectives, remains understudied.

Methodology

This qualitative study utilised a community-based participatory research approach through the application of Intersectionality Theory, conducting semi-structured interviews with 11 caregivers in Dodowa, Ghana. Participants included caregivers of children with varying disabilities, recruited through purposive sampling.

Findings

Analysis revealed five key themes: Knowledge of Inclusive Education Policies, Teacher Qualification Perspectives, Implementation Processes, Implementation Challenges, and Implementation Successes. Findings indicated variable awareness among caregivers of inclusive education policies, concerns about teacher preparedness, and significant barriers, including inadequate infrastructure and resource allocation. Despite these challenges, caregivers noted positive trends, such as increased community support and improved awareness of inclusive education.

Conclusion

The study emphasizes the critical role of caregivers in the implementation of inclusive education policies in Ghana. Insights gained from their experiences can inform policymakers and educators to enhance the effectiveness of inclusive education initiatives.