Social Education Research

The Challenges of Inclusive Education in Ghana: A Literature Review

Thu, 16 Apr 2026 00:00:00 +0800

This article presents a comprehensive review of peerreviewed scholarship on perceptions and knowledge of Inclusive Education (IE) in Ghana. Sixtyfive publications, released between 2007 and 2022, were identified through a systematic search of major academic databases and analyzed to map the evolution of IE research in the country. The studies were organized into two overarching thematic domains: (1) core focus areas-including attitudes toward IE, levels of knowledge among stakeholders, and the practical realities of implementation-and (2) policy-oriented recommendations. Across the literature, there is broad agreement that Ghana has established a solid legislative and policy foundation for IE. However, the transition from policy to practice remains uneven and slow, constrained by persistent gaps in resources, training, and public awareness. While the existing body of work offers rigorous and multidimensional examinations of IE, notable limitations remain. Research has disproportionately centered on teachers, with comparatively limited attention to other key stakeholders such as students, parents, school leaders, and community actors-though recent studies show a gradual shift toward more inclusive perspectives. Additionally, diachronic analyses are scarce, despite the long-term and evolving nature of IE implementation in Ghana. Overall, the reviewed studies illuminate the complexity of IE as both a policy agenda and a lived educational reality. The article concludes with targeted policy recommendations aimed at strengthening IE in Ghana, emphasizing the need for sustained professional development, improved resource allocation, and broader public engagement to reinforce inclusive education as a national priority.

Leading with an Inclusion Mindset: Strategic Recommendations for School Leaders and Administrators

Randa Keeley, Maria Peterson-Ahmad, Schuyler Beecher — Thu, 25 Jun 2026 00:00:00 +0800

The successful inclusion of students with disabilities in general education settings is heavily dependent on the strategic leadership and systemic support provided by school administrators. Administrators can support the inclusion of students with disabilities in the general education classroom by promoting differentiated professional development opportunities in an effort to advance in continuous improvement and raise student achievement in their classrooms. Instructional constructs such as Universal Design for Learning (UDL) framework, Evidence-Based Practices (EBPs), and High Leverage Practices (HLPs) can be implemented to support the inclusion of students with disabilities in the general education classroom. This literature review provides evidence-based recommendations for administrators, including the deliberate allocation of resources, protected collaborative planning time, and targeted professional development in UDL, EBPs, and HLPs to ignite school-wide change. By aligning district policy with equitable pedagogical practices and supporting teacher efficacy, administrators can move beyond philosophical endorsement to create sustainable, district-wide inclusion that recognizes and celebrates the unique profiles of all learners.

Norwegian Educational Psychological Service Advisors' Perspectives and Practices in Supporting Immigrant Students in Primary Schools in Norway

Sultana Ali Norozi — Mon, 08 Jun 2026 00:00:00 +0800

In light of increasing migration to Europe, providing educational support for immigrant students, especially those needing special assistance, has become crucial. In Norway, the Educational Psychological Service (EPS) plays a key role in supporting students with special needs. This paper explores EPS advisors' perspectives and practices in assessing immigrant students in Norwegian primary schools through interviews with eight advisors. The research highlights challenges and perspectives related to working with immigrant students, drawing on Bronfenbrenner's Ecological Systems Theory and special education theories. The findings reveal that although EPS advisors understand the unique needs of immigrant students and recognize the importance of cultural differences, they experience challenges in applying this knowledge in practice. The study underscores the need for alternative approaches and tools to better support immigrant students and foster inclusive education. By addressing the challenges faced by the EPS advisors, the education system in Norway can foster a more inclusive and supportive environment for special needs immigrant students, ensuring their optimal learning and development. This study relies solely on EPS advisors' personal understanding of their work. Therefore, further research incorporating the perspectives of teachers and mother tongue instructors is needed.

Social and Emotional Learning Difficulties of Refugee High School Students in an After-School Tutoring Program

Xiaofei Xu, Xibei Zhu, George Zhou — Tue, 07 Apr 2026 00:00:00 +0800

School-aged children constitute a significant portion of the large number of refugees that have resettled in Canada in recent years. Due to the lack of cross-cultural competencies, a social justice focus, and transformative leadership skills, Canadian schools are often challenged to address refugee students' socio-psychological problems effectively. To help with the issue, this study examined 8 refugee high school students through an after-school tutoring program and evaluated their performances in the five domains of social-emotional learning competencies. Findings of the study reveal that refugee students' performance in these skills is not optimal in general. Especially, there is a high demand in improving the refugee students' self-awareness, self-management, and responsible decision-making. Implications of our findings for school instructors and policy makers are highlighted.

Examining After-School STEM Programs: Insights and Recommendations

Vicky Cardullo, Megan Burton, Anna Claire DeJoong — Thu, 16 Apr 2026 00:00:00 +0800

Effective after-school Science, Technology, Engineering and Mathematics (STEM) programs require multiple elements and instructional practices that intentionally support engagement and growth of all learners across varied early learning contexts. This study contributes to the current literature by examining instructional quality across eight early learning environments and changes made following the implementation of a Dimensions of Success (DoS)-informed observation process. Using pre-and post-observation data of informal early learning STEM centers, the study investigates patterns across four key dimensions of practice: environment, engagement, knowledge, and relationships. Analyses include both dimension-level trends and site-level mean scores to capture variation within and across programs. Findings indicate overall positive gains in instructional quality following receiving feedback obtained from the observation process, suggesting that communicating results of structured, research-based observational frameworks can support improvement in STEM-focused early learning and out-of-school settings. However, because observational feedback was not accompanied by sustained professional development or ongoing coaching between observation cycles, growth was uneven across sites and dimensions. These results highlight the potential for greater and more consistent improvement when observation-based feedback is coordinated with continuous, targeted professional support. This work can inform effective change by educators, program leaders, and policymakers to support engaging informal STEM experiences. By examining areas for growth and change that are aligned with research-based practices for informal early childhood STEM experiences and instructional improvement, educators, program leaders, and policymakers can make more informed choices when seeking to enhance equity, inclusion, and instructional quality in after-school STEM programs.