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Special and inclusive education in Ghana: Status and progress, challenges and implications

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  • Ametepee, Lawrence Kofi
  • Anastasiou, Dimitris

Abstract

This case study investigates the special and inclusive education in Ghana. The authors first delineate the wider human well-being and historical contexts. Applying a descriptive design based on measurable pre-established indicators, drawn from Anastasiou and Keller's (2011) typological framework, the authors provide a systematic description of the 2008 status of special and inclusive education in Ghana. Furthermore, the produced outcomes compared to pre-established observable goals set in the Education Strategic Plan 2003–2015 were recorded to evaluate the progress in Ghana's special and inclusive education. The main challenges for special and inclusive education in Sub-Saharan African countries are discussed.

Suggested Citation

  • Ametepee, Lawrence Kofi & Anastasiou, Dimitris, 2015. "Special and inclusive education in Ghana: Status and progress, challenges and implications," International Journal of Educational Development, Elsevier, vol. 41(C), pages 143-152.
    • Handle: RePEc:eee:injoed:v:41:y:2015:i:c:p:143-152
    DOI: 10.1016/j.ijedudev.2015.02.007
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    References listed on IDEAS

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    1. World Bank, 2010. "Education in Ghana : Improving Equity, Efficiency and Accountability of Education Service Delivery," World Bank Publications - Reports 3012, The World Bank Group.
    2. World Bank, 2014. "World Development Indicators 2014," World Bank Publications - Books, The World Bank Group, number 18237, December.
    3. World Bank, 2013. "World Development Indicators 2013," World Bank Publications - Books, The World Bank Group, number 13191, December.
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    Cited by:

    1. Yaw Marfo Missah & Fuseini Inusah & Ussiph Najim & Frimpong Twum, 2023. "Evaluating Agile Neural Educational System for Effective Resource Management," SAGE Open, , vol. 13(4), pages 21582440231, December.
    2. Ghaleb Alnahdi & Dimitris Anastasiou, 2020. "Recruitment Practices for Special Education Faculty: Implications for Saudi Universities," SAGE Open, , vol. 10(3), pages 21582440209, August.
    3. Asongu, Simplice & Amari, Mouna & Jarboui, Anis & Mouakhar, Khaireddine, 2021. "ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries," Telecommunications Policy, Elsevier, vol. 45(5).
    4. Yaw Frimpong & Obeng Kwakye, 2021. "Transition Programs Available For Students with Intellectual Disability towards Community Integration in Ghana," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(08), pages 322-331, August.
    5. Swanwick, Ruth & Fobi, Dani & Fobi, Joyce & Appau, Obed, 2022. "Shaping the early care and education of young deaf children in Ghana," International Journal of Educational Development, Elsevier, vol. 91(C).

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