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.
Highlights
IntroductionDue 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
Inclusive education in Ghana is in its infancy
Data were collected between October 2012 and April 2013. It has been a while since the data were collected, the findings of this study remain relevant in Ghana today because not much has changed regarding the involvement of social workers in the inclusive education agenda in Ghana
Summary
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. 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. The implementation of inclusive education has its attendant challenges in different socio-cultural settings (Agbenyega & Deku, 2011; Ametepee & Anastasiou, 2015; Tchintcharauli & Javakhishvili, 2017; Yekple, 2012), necessitating a multi-disciplinary approach to address the issues that may emerge (Damyanov, 2010; Suc, Bukovec, & Karpljuk, 2017; von Ahlefeld Nisser, 2017).
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