Barriers to Access and Enrollment for Children with Disabilities in Pilot Inclusive Schools in Bole District in Ghana

Abstract

This study focused on the barriers to the successful inclusion of children with disabilities in education in Ghana from the teachers' perspective. The targeted population consisted of all teachers teaching in selected inclusive schools. Purposive sampling was used to select the schools, and random sampling was employed to select the teachers for the study. Data were collected using questionnaires and analyzed using statistical methods, including numbers, percentages, tables, and graphical representations. The results revealed that the majority of respondents agreed that teachers show negative attitudes towards children with special needs, school environments are physically inaccessible to children with disabilities, and teachers are not adequately trained to teach children with disabilities. The study recommends that the government encourage modifications to architectural structures and make additional physical adaptations to existing school buildings to support effective inclusive education. It also suggests that school authorities make school environments more disabilityfriendly and ensure that facilities are accessible to all children with special needs.