Abstract
Women with disabilities (WWD) from countries around the world, including Ghana, are often deprived of public education. The World Report on Disability in 2011 estimated that literacy rates for WWD may be as low as 1%. This study employs critical feminist disability theory, combined with a phenomenological lens, to explore the educational experiences of ten Ghanaian WWD who have received public education in Ghana, and have had both positive and negative experiences. The results of these interviews yield policy and practice recommendations to improve access to, and success in education for more WWD in Ghana. These recommendations include the need to advocate and to implement Inclusive Education (IE) Policy in Ghana, to introduce disability studies in all school levels, to counteract negative cultural beliefs about people with disabilities, and to educate the public for changes in attitudes, especially teachers, students, and the community.
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