). ‘I Prefer to be alone than to be among them…’ In school experiences of students with disabilities and their families in inclusive schools in Ghana

Abstract
Background

Inclusive education affords all students, particularly students with disabilities, the opportunity to access educational services. In the face of legal provisions and its political popularity, it is widely evident that challenges persist when it comes to accessibility of inclusive education for all children. Quite a number of studies have been carried out on the implementation of inclusive education in Ghana (Amponteng et al., 2019) and globally (Sharma et al., 2017), revealing significant inconsistencies and execution difficulties (Opoku et al., 2021). More importantly, these past research works have predominantly focused on the perspectives of professionals, such as teachers and education administrators, discussing inclusive tendencies such as infrastructure access (Ackah-Jnr & Danso, 2019) and relevant education policies (Nketsia, 2018). Suggesting a stark neglect of the experiences of families and students with disabilities (Amponteng et al., 2019), particularly concerning accessing inclusive education provisions mentioned in Ghana’s Disability Act 715. 

Aim

This study aimed to explore the experiences of children with disabilities and their families in respect of accessing inclusive education legal provisions spelt out in the Disability Act of Ghana. 

Methods and procedure

Using Critical Disability Theory lens, the study adopted qualitative descriptive design and purposively recruited students with physical disabilities and visual impairments (n=25) and their families (n=20). Content analysis was subsequently applied to the data.

Results and outcomes

Core themes identified were financial barriers despite the promise of free education, inadequate inclusive education resources, difficulties with the built environment and labelling. 

Conclusions and implications

The study calls for a multisectoral approach including policy reforms, improved resource allocation, infrastructural investments, and expedite public education aimed at promoting access to inclusive education for students with disabilities.