Access and enrollment of children with disabilities in selected pilot inclusive schools in Bole District in the Northern Region of Ghana

Abstract

This study focused on access and enrollment of children with disabilities in ten pilot inclusive schools in the Bole District in the Northern Region of Ghana. The population for the study consisted of all teachers teaching in the selected inclusive schools. The purposive sampling technique was used in selecting the ten schools practicing the inclusive education whose teachers were the target for the study. A Likert scale type questionnaire was used to collect data for the study. The data collected were analysed using descriptive statistical methods such as frequency counts and percentages. The results of the study revealed that majority of the respondents agreed that pilot inclusive school is a good educational practice, which helps children with disabilities to access education within the community, learn the culture and interact with the environment. It was also found that the schools have adapted instructional strategies for children with special needs to learn, teachers negative attitudes and practices toward children with disabilities affected their enrolment in school and some educational policies and reforms allows children with disabilities to enroll and complete education. It was proposed that regular education teachers need in-service training in special needs education so that they can be effective in inclusive schools.