Inclusive Education for Children with Intellectual Disability (ID) in Ghana

Abstract

Inclusive education in Ghana is in its infancy. Due to the wide array of challenges that may be encountered in the effort to implement inclusive education, programs are needed that involve a cross-section of professionals including social workers. In this study, in-depth face-to-face interviews were used to collect data from 15 educators and social workers about the challenges associated with inclusive education for children with intellectual disability (ID) in Ghana and the implications that these challenges have for social work practice in the education system. Some key roles that social workers can play in inclusive education in Ghana include intensifying public awareness to curb misconceptions about IDs, and serving as liaisons between the school, home, and community. A system is needed that fosters effective collaboration between educators and social workers to enhance educational outcomes for children with ID in inclusive school settings in Ghana.