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

Abstract

This study focused on barriers that are there to the success of inclusion of children with disabilities in education in Ghana ‘from the teachers’ perspective’. The targeted population in this study involved all teachers teaching in the selected inclusive schools. Purposively sampling used to select the schools. The random sampling was used to select the teachers for the study. The study used questionnaire to collect data. Data collected was analysed by means of statistical methods into numbers, percentages tables and diagrammatical representation. The results revealed that majority of the respondents agreed teachers show negative attitudes towards children with special needs, schools environments are physically not accessible to children with disabilities, teachers are not trained towards teaching children with disabilities. It was suggested that, Government should encourage that architectural structures should be modified and also by making more physical adaptations to the existing buildings to have effective inclusive education. Encourage school authorities to made school environments more disability friendly and make other schools facilities more accessible and more disability friendly for children with special needs to access.