Mapping the evidence-based research on Ghana’s inclusive education to policy and practices
A scoping review
Bibliographic Data
| ID | 15085092 |
|---|---|
| Authors | Maxwell Peprah Opoku (0000-0001-7620-0007, University of Tasmania, corresponding author), Christopher S Rayner (0000-0001-6335-6379, University of Tasmania), SJ Pedersen (0000-0002-8566-7693, University of Tasmania), Monica Cuskelly (0000-0001-9986-9985, University of Tasmania) |
| Year | 2021 |
| Volume | 25 |
| Issue | 10 |
| Pages | 1157-1173 |
| Publication date | 2021-08-24 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2019.1600055 |
| OpenAlex | W2933876751 |
| Language | EN |
| Citations received | 16 |
| References cited | 27 |
For the past 15 years (2003–2018), Ghana has followed international frameworks and taken steps to implement inclusive education. This has triggered research that seeks to assess effectiveness of practices by documenting the perspectives and experiences of key stakeholders such as parents and other educators. This study took stock of the research evidence to appraise the effectiveness of inclusive education practices, identify gaps in the literature and draw attention to areas that policymakers could strengthen to advance those practices. Adopting Ainscow and Miles’s (2009. Developing Inclusive Education Systems: How Can We Move Policies Forward. https://pdfs.semanticscholar.org/e849/cf5de98a03304867093fff0a5d8265a6e20e.pdf) inclusive education measurement indicators as a conceptual framework, we reviewed empirical studies that have been conducted on inclusive education in Ghana since the policy was formally incorporated into the education system. Ten databases, along with manual searches in journals and the reference lists of selected articles, yielded a total of 426 studies, of which 35 satisfied the pre-determined inclusion and quality-assessment criteria. We found barriers to inclusive practices at all levels of education. Teachers in particular have not been adequately informed and supported to teach students with disabilities in regular classrooms. The implications of the findings for policymaking and future research are discussed in detail
Best practice · Conceptual framework · Pedagogy · Political science · Public relations · Social science · Sociology · Special education · Disability Education and Employment · Disability Rights and Representation · Poverty, Education, and Child Welfare
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Special educators’ intentions towards supporting practice of inclusive education for students with disabilities in secondary schools in Ghana
Does self-efficacy of teachers toward inclusive education differ between primary and secondary school? A cross-cultural study of Ghana and the United Arab Emirates
The self-efficacy of private school teachers toward the implementation of inclusive education in Ghana
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An exploration of the self-concept of gifted students in the United Arab Emirates
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Formal and informal support services available to parents of in-school children with disabilities in Ghana
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Attitudes of parents towards inclusive education
Teacher Effectiveness in Adapting Instruction to the Needs of Pupils With Learning Difficulties in Regular Primary Schools in Ghana
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I don't have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education
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| Citations per year | 2.29 |
|---|---|
| Citation span | 2019 - 2026 (8) |
| Highly cited | No |