Inclusive education in Ghana: what are the levers for change?

Abstract

The philosophy of inclusive education necessitates rigorous changes in the school system for it to be effective. In order to respond to the challenge, countries are required to develop structures that make it possible for schools to adapt curricula and pedagogical strategies to meet the needs of all children, including those with special educational needs. Such changes must be ecosystemic, requiring the involvement of all stakeholders, including schools, the home and community, and voluntary organisations. What are the changes that need to be made to effectively translate theory into practice to celebrate the outcomes of inclusivity? On the basis of the experience of the United Kingdom, this paper explores certain levers that have to be critically considered to make inclusive education a reality in Ghana.