International Journal of Educational Development 54 (2017) 1825

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International Journal of Educational Development

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Discrimination against children with disabilities in mainstream schools

in Southern Ghana: Challenges and perspectives from stakeholders
Efua Esaaba Mantey
Department of Social Work, University of Ghana, Legon

AR T IC LE IN F O A B ST RA C T

Article history:
Received 25 June 2015 There are less favourable attitudes towards inclusion of children with disabilities in Ghana as a result of
Received in revised form 9 February 2017 historical assumptions concerning Persons With Disabilities (PWDs). These assumptions are cultural
Accepted 24 February 2017 beliefs which look down upon persons with disabilities, leading to either the exclusion of PWDs from
mainstream schools or including them adversely; for instance, when they are provided with separate
Keywords: facilities which sometimes are not conducive for learning. Using Ghana as an example, the study
Disabilities examined challenges children with disabilities face in mainstream schools as well as perspectives on
Disabled disability. The study utilised qualitative method of research mainly in-depth interviews and social model
Perceptions
of disability, advanced by Mike Oliver as an underpinning research technique theory. The study found
Social model
that children with disabilities mostly face challenges such as discrimination from their colleagues,
Policies
teachers, and non-teaching staff in the school. Also, government does not adequately plan for children
with disabilities by way of policies and programmes. The number of special education teachers in the
mainstream educational facilities are inadequate, and the few available teachers seem to lack the
competence to properly impart knowledge to them to ensure the development of their potentials.
Besides, ndings indicated that, the understanding of the word disabled and its explanation associated
with cultural beliefs cause and worsen disability in these group of children denying them their rights.
These challenges indicate that, children with disabilities educational needs were not properly taken care
of and the system does not help them to benet from education. The study therefore recommends the
need to re-orient peoples thoughts and their beliefs towards children with disabilities to reduce or
eliminate the challenge they encounter in schools and in the larger society.
2017 Elsevier Ltd. All rights reserved.

1. Background promoting the right to education, including those of children with

disabilities. Thus, global trends in special education have shifted
The importance of education to the development of children from the institutionalisation of children with disabilities in special
cannot be overemphasized. Education helps individuals to develop schools towards inclusive approaches that enable children to
skills, improve their social status and gain access to networks that access mainstream educational programmes in the communities
could lead to enhanced social outcomes, independently from the where they live (Ainscow and Sandill, 2010; Hutchinson and
effect of education on income (OECD, 2010). Globally, children with Martin, 2012). Governments owe it to their citizens to make the
disabilities experience marginalisation within the educational necessary investment in education in order to provide the best
system and also traditionally experience varying forms of standards possible, (Porter and Smith, 2011). More so, it is well
discrimination from mainstream society. Children with disabilities documented that disability presents certain challenges that
have remained relatively invisible in most governments efforts to inuence the learning modes of persons; especially, children.
achieve universal access to primary education, (UNESCO, 2012). As Therefore, it is claimed that persons with difculties including
a result of these inequities, many children with disabilities are not children are non-educable (Culham and Nuid, 2003; Reiter and
reaping the full benets of education. Internationally, a growing Vitani, 2007; Maul and Singer, 2009; Porter and Smith, 2011). But,
focus has been placed on social inclusion as the key strategy for all children are capable of learning and becoming recipients of
quality education if the right environment of inclusion and
acceptance are created, (Mittler et al., 2002).

E-mail address: efuam@yahoo.com (E.E. Mantey).

http://dx.doi.org/10.1016/j.ijedudev.2017.02.001
0738-0593/ 2017 Elsevier Ltd. All rights reserved.
E.E. Mantey /International Journal of Educational Development 54 (2017) 1825 19
 Inclusive education practices are built around the concept of Ghana has ratied several international conventions and
accessibility which is essential if children with disabilities are to declarations on the right to education. Some of these are the
enjoy their right to participate in education. Since the inception of United Nations declaration of human rights, UN Convention on
formal education many years ago, Ghana has provided special rights of children, UNESCO convention against discrimination in
education and regular education separately. For instance, a study education (1960), the Education For All (EFA) goals, the MDGS and
by Walker et al. (1986:191-201) provides information to support their successors the SDGs, and many other international policy
the statement that education has been provided separately. They prescriptions which have been absorbed into the national laws. As
state, inter alia, that the blind, deaf, and mentally retarded children a signatory to most of these international conventions, Ghana
are educated and cared for in categorical and segregated settings such passed the National Disability policy Document in December, 2000
as Demonstration School for the Deaf at Mampong-Akwapim and and Disability Act in 2006 as part of in-country efforts to eliminate
Children with orthopaedic problems are educated in mainstream discrimination against PWDs and enhance their wellbeing. Again,
settings. Education will improve if a system of education moves Ghanas Education Strategic Plan 20032015 called for inclusion of
away from special education for persons with disabilities towards a all children with disabilities in the mainstream school by 2015. It
more inclusive system whereby education is made more suitable suggests that, Ghana has made effort and an attempt to comply
for all with individual peculiarities taken into consideration in with the principles underpinning the UN Convention on the Rights
policy design and implementation. of Persons with Disabilities (UNCPRD). All these policy frameworks
It is worth noting that, there are legal framework legal are signicant and laudable steps towards expanding educational
frameworks such as the 1992 constitution which encourages opportunities for PWDs. However, implementation has continu-
inclusive education in Ghana. For instance, the Salamanca ously become a challenge. Hence much more efforts is needed to
Statement (1994) and the Dakar Conference (2000), international protect the rights of children with disabilities and to fully enhance
protocols which Ghana is a signatory to, emphasise more on their participation in education. Therefore, this study examined
inclusive education among member countries. In line with this, the the challenges childrenwith disabilities face in mainstream school,
Ministry of Education pursued those rights and the Ghana stakeholders perceptions and causes of disabilities and implication
Education Service in its Education Strategic plan 20032015 for policy and practice.
adopted inclusive education as one of the main policy priorities.
The Ministry, thus, envisions the achievements of an inclusive 2. Theoretical framework
education system by 2015 (Special Education Division (SpEd,
2005). As a result, both government and Non-Governmental This study was guided by the social model of disability. The
Organisations (NGOs) have supported inclusive education and social model of disability was developed in the 1970s by activists in
special needs education in Ghana. the Union of the Physically Impaired Against Segregation (UPIAS),
In 2003/2004 academic year, the SpED of Ghana Education and given academic credibility through the works of Vic
Service (GES), in addressing the policy objectives, initiated the Finkelstein (1980, 1981), Colin Barnes (1991), and Mike Oliver
implementation of Inclusive Education on pilot basis in fourteen (1990, 1996). The social model sees disability as the result of the
(14) districts of ve (5) regions namely, Greater Accra, Eastern, interaction between people living with impairments and an
Central, Volta and Northern. As a result, the practice of inclusive environments lled with physical, attitudinal, communication
education in a developing country like Ghana could be explained and social barriers. It carries the implication that the physical,
as being at its embryonic stage. This is consistent with the notions attitudinal, communication and social environments must change
of WHO and World Bank (2011) which stated that although to enable people living with impairments to participate in society
inclusion is gaining roots in Western countries, the move towards on an equal basis with others. The model offers a critical
inclusive education is at its early stage of adoption and understanding of the reasons why discrimination occurs in the
implementation in developing countries such as Ghana due to society. The study embraced this model because the social model
peoples perceptions and beliefs about children with disabilities challenges to the medical model of disability which rejects the
and their positions in society. In view of the statement by WHO patient as defective by situating disability exclusively in the
and World Bank (2011), it appears that there is a negative individual rather than in the society. The medical model focused on
perception about children with disabilities in Ghana, with levels the individual with disability, mainly on his or her biological
of stigmatisation and discrimination associated with disabilities. defects. The defects leads to limitation in functioning which is seen
Cultural beliefs and practices and inadequate provision of special as the basis of disability. Thus it perceive disability as lack of ability
education needs are barriers in full participation to education for to perform an activity in a normal way. The model encompasses
persons with disabilities. Persons with disabilities are often seen the notion of medicalisation suggesting professional dominance in
as unproductive to the economic and social needs of society and the lives of persons with disability and being dened by their
consequently experience many forms of exclusion. In spite of impairments excludes them from decisions and research related to
available policies that seek to address their educational needs, them (Borsay 2005; Shakespeare, 2006). In line with this, Hughes
many children with disabilities are out of school or excluded from (2000) asserted that, the impact of the medical model of disability
any form of education. For instance, census (2010) and UNICEF is far from benign, and there is evidence to support the notion that
(2015) indicated, in Ghana, children with disabilities are mostly a predominantly medicalised notion of disability is pathological in
children who reect evidence of marginalisation and vulnerabili- its effects. The medical model is viewed as the contributor to the
ty and are generally described as the last batch of out-of-school causes of disability discrimination. In effect the medical model
children. Projections from the 2010 Population and Housing contributes in suppressing the ability of persons with disabilities to
Census (PHC) indicate that about 2% (120,576) of the entire challenge the status quo.
population (7,586,475) of school going children aged between 6 The principle of inclusive education is based on the social model
and 14 years have some form of disability, of which 14% (16,288) which perceives the current education system and schools as
are out of school. In all, over 470,000 children are out of school discriminatory and inadequate. It therefore requires schools to
due to learning difculties and others challenges that are not adapt to meet the individual needs of all learners whose exclusion
addressed by the current education system. Also, children with from mainstream education may have been the results of
disabilities dropped out because they could not nd schools disability. The model has greatly inuenced the area of disability
suitable to meet their educational needs. as well as educational perspectives on inclusion. It sees the
20 E.E. Mantey / International Journal of Educational Development 54 (2017) 1825
problems facing persons with disabilities as a result of societys the government in adapting to policies in the areas of social,
barriers rather than the persons medical conditions reference. The political and economics to be responsive to the needs and
theory argues for the full inclusion of disabled people in aspirations of children with disabilities. Also the model offers a
educational institutions, the larger societal institutions and for critical understanding of the reasons why discrimination occurs in
their complete acceptance as citizens with equal rights, entitle- the society. The social model used in the study from the ndings
ments and responsibilities. The social model also regards disability indicated that, most of the children with disabilities negative
as all the things that impose restrictions on persons with disability experiences of education are due to societal negative perceptions.
ranging from individual prejudice to institutional discrimination, This statement is clearly in support of the social model which
from inaccessible buildings to unusable transportation systems, identies societal attitudes and norms as the main contributory
from segregated education to exclusion from work and many more. factors to the exclusion of children with disabilities in the society.
The consequences of the failure to make the environment less Negative societal attitudes and systematic barriers create obstacle
restrictive do not simply and randomly fall on individuals but and determine the treatment given to children with disabilities.
systematically upon persons with disability as a group who
experiencethese failures of discriminatory institutions throughout 3. Methodology
society. It recognises the solution to rid the society of these
barriers, rather than relying on curing all people who have The study used qualitative research method to enable the
impairments, which is not possible. experiences and feelings of the people to be explored, thereby
Mike Oliver (1996), argued that people with disabilities are permitting a better understanding of their lives. This is in line with
viewed by the rest of the society as unfortunate, useless assertions of Bray et al. (2007), Bryman, (2008), and Creswell,
different, oppressed and sick. He further explained that persons (2003) that in qualitative research, the participant is expected to
withdisabilities are viewed as unfortunate because they are unable give detailed rather than general information on the features of the
to enjoy material and social benets of modern society, and useless specic case under investigation. Additionally, in conducting
because they are unable to contribute to the economic good of the research into the issues of marginalised groups such as children
community. This analysis led to the view that disabled individuals with disabilities, qualitative enquiry helps to bring out their
encountered prejudice which expresses itself in discrimination experiences in order to understand their situation. Primary and
and oppression. Thus the social model explains the cycle of secondary sources of data were utilised. The researcher adopted a
impairment and poverty seen around the world that, once an double-sided research method for the study which comprised of
individual becomes impaired, he becomes socially excluded from primary and secondary sources. Data collection instruments used
society. Children with disabilities are often excluded from a in the study included semi structured questionnaires and
countrys education system because it lacks the ability to interview guide. Information was obtained directly from children
accommodate them or because they are actively discriminated with disabilities and their parents, head teachers, teachers,
against due to stigma attached to their disability (Oliver, 1996). resource teachers, education ofcers and disabilities association
Again, he argued that the education system has failed disabled personnel. In all,10 schools were chosen in the Ga East District and
pupils/students by not equipping them to exercise their rights and New Juaben Municipality respectively with a sample size of 19
responsibilities as citizens. In a similar vein, the special education participants considered for the study. The breakdown of these
system has functioned to exclude them from both the education participants are 4 children with disabilities, 4 teachers, 4 parents
process and wider social life. Also to the social view, Ainscow with disabled children, 2 special educators, 2 head teachers, 2
(2004) recognised that any child can experience difculty in education ofcers and 1 ofcer from disabled association of Ghana.
school, but these difculties could be a stimulus to improve the Regarding the four children with disabilities, three of them are
school learning environment. physically challenged; that is they had mobility problems and one
The Social Model of Disability on the other hand is criticized in is intellectually challenged. Participants were chosen based on
that, it failed to recognise the importance of impairment. The their experiences with children with disabilities. Data collection
model ignores or is unable to deal adequately with the subjective was done through in-depth interviews and the small sample size of
experiences of the pain of both of impairment and disability. For 19 respondents allowed for thorough investigation as required for
instance Jenny Morris (1991), Sally French (1993) and Liz Crow qualitative studies.
(1992) pioneered the criticism of the social model neglect of The sampling design used for this study was simple random
individual experience of impairement. According to Crow (1992, 7) and purposive sampling. Simple random sampling was used in
As individuals, most of us simply cannot pretend with any choosing the schools so that each school would stand an equal
conviction that our impairements are irrelevant because they chance of being chosen. Secondly, in using purposive sampling,
inuence every aspect of our lives. We must nd a way to integrate the researcher used their judgement to select people who took
them into our whole experience and identity for the sake of our part in the study with the fore knowledge that those people can
physical and emotional well-being, and, subsequently, for our provide answers that are necessary for the study. These
capacity to work against Disability. According to Oliver (1996), respondents have experiences with vast knowledge and special
this is based on a conceptual misunderstanding because the social expertise on the area of study, particularly the key informants
model is not about the personal experience of impairment but the such as ofcers, head of schools, representative from a disability
collective conceptual experience of disablement. The environment association and parents are people with extensive experiences on
is portrayed as necessary cause, even if not sufcient, and as the the lives of children with disabilities. English language was the
predominant factor in all trait-related disadvantages. Thus; it main medium for data administration, however, some Ghanaian
captured the social setting alone as sufcient cause of barrier to languages such as Ga, Ga-Adangbe, Ewe, Fante, and Twi were
persons with disabilities. occasionally used because not all the respondents were uent in
In spite of the limitation of the social model of disability, it is English. Data collected was qualitatively analysed thus, the
important to this study because it helps the researcher to researcher transcribed all the data collected from respondents. All
understand and examine the personal, social and cultural forces the transcribed data were read through thoroughly to identify the
that for many years have marginalised and oppressed children ow of information and themes that are emerging. The author
with disabilities. The model is useful in providing insight and used constant comparison as an analytical tool to discuss the
understanding to education trainees and academicians to lobby themes that emerged. Since this study comprised of different
E.E. Mantey /International Journal of Educational Development 54 (2017) 1825 21
research participants, all transcripts were carefully listened to school. (A child with physical disability from mainstream
and information extracted from each was compared to others, school, class 6).
this enabled the author to weigh the strength of the answers The school allows me in and I believe all the other children with
given by the participants. Thus points of collaboration and disabilities aswell but we faceproblems inour studies.First of all, the
divergence were identied. The interpretations and ndings were school environment is not too good for someone like me who limbs
discussed and compared with existing ndings. and uses crutches. There are no ramps and my classroom is up so I
have to suffer before Iget to the classroom to join my friends to learn.
4. Limitations of the study There are no learning materials for my other disabled friends who
cannot seeproperly to help them learn. I getsome teasingfrom other
As typical as most qualitative studies, this study was limited in pupils in the school and classmates even though theyat times help a
some ways. The ndings cannot be generalised to a larger lot in our stay in the school tillclosing time. There are no extra classes
population as the voices were only limited to the participants for us after school to catch up with our friends; I learnt there is a
experiences. The geographical setting of the study, Ghana, has its resource teacher but Ialwaysdont haveaccess toher to help because
peculiarities which may not be common to other countries. Thus, she has to go roundthe schools in the area or district to help them. At
the transferability of the ndings to other places should be done times Iwonder if wecan progresslike our friends. Butourclassmates
with caution. help us in the classroom and the school. (A child with physical
disability from mainstream, class 4).
5. Presentation of ndings
5.2. Parents and teachers perspectives on disabilities
5.1. The realities students with disabilities face in mainstream schools
This section presents the understanding of disabilities from
The ndings from the various stakeholders who tookpart in this
different stakeholders. Thus teachers, parents, and special
study unearthed that children with disabilities faced several
educators were asked to explain their understanding of the terms
challenges. These challenges ranged from discriminations from
their school colleagues, non-teaching staff and also inadequate
disability and disabled. Basically, they saw disability to be an
impairment, condition, or inability of a particular individual to
policies to address the needs of children with disabilities in the
perform certain tasks. Below are some quotes to show peoples
mainstream school. The presentations below captured vividly the
understanding of the term disability and disabled.
daily experiences of children with disabilities in mainstream
Disability is when someone has impairments and he or she is not
schools.
able to perform certain activities like any other person. (Parent A)
The people in my class prefer to give their notes to others who are
Disability is a condition in which a person is physically and
non-disabled like them rather than me. I am being insulted and
humiliated due to my disabilities by my mates. Sometimes they do
mentally challenged. (Parent B)
Disability, I believe, is when someone is not able to do what
not want to play with me; especially, Baba Issah who has a tumour
everyone can do as a result of child birth or accidents, but at times
in the head is always being ridiculed by his mates. Also I have been
the environment around can make a person with disability more
repeated in class for poor performance and sometimes several
disabled. I am saying this because they dont provide things to help
repetitions become a threat to my stay in the school. Also, I am
people with disabilities but only the non-disabled people. I believe
sometimes teased by our mates due to my inability to remember
the word itself brings a negative idea into peoples mind. (Teacher
what is taught in class. The teachers are patient for me in the
A)
classroom but when the lessons are over they do not want you to
The word disabled brings the idea that the person is sick. In fact the
ask questions for further explanation. My friends help me in the
moment that word comes to mind it means the persons needs help.
explanation of our notes but they also sometimes mislead me. (A
I am a parent with a child with disabilities but the word disabled
child with intellectually challenged from mainstream school,
brings negative thought to many people because they view that
class 5)
person as not part of society; and because of the negative
There are no special materials in school and the teachers are
connotations they are looked down upon, I think the word should
sometimes not nice to me. Though my classmates do accept me and
be replaced with a more respectful word. (Parent C)
talk with me some of them laugh at me in class and also they tease
The word disabled is very degrading because it is not like the person
me of my disability by calling me names like Akakedro (ginger).
cannot do anything but when left alone he/she can also use his/her
Few of my mates dont talk to me in class because of my disability. I
talent to do something. Unfortunately in our Ghanaian society the
think this problem I am having will have a great effect on my life
word depicts negative ideas. The moment you mention disabled it
and also my education at school, because at times I cry and want to
means that person is sick and needs assistance. (Teacher B)
stop schooling though the teachers are good. I feel motivated to
The word disabled is too strong, for me as special educator
come to school and learn and I have learnt a lot of things in school
because if you are labeled like that it means you are not normal.
but if I come to school and I have these problems I feel like stopping
Personally as a special educator I hope to see that word fade out
the school. (A child with physical disability from mainstream
one day. (Special education teacher or resource teacher A)
school, class 3)
My teachers dont mind me, they always leave me out of the class
because they dont ask me to answer or ask questions in class. May 5.3. Barriers pupils with disabilities face in school: parents and
be if theyare in good mood sometimes they help me understand my teachers perspectives
notes. Again, I think teachers dont prepare me to move forward
with my classmates. The school does not really address the barriers In this section, parents and teachers narrated the barriers that
I have when I come to school and learn. Some of the teachers the children with disabilities face in school. In summary, teachers
normally will get angry and cane me if I dont see well what is and parents noted that children with disabilities face the following
written on the board. The school doesnt provide me with any challenges: the unsuitability of architectural design of the schools,
remedial class to explain further if I dont understand some inadequate resource teachers/special education teacher, lack of
subjects in class. I really dont know if they do welcome me to the parental involvement in matters concerning academic work,
22 E.E. Mantey / International Journal of Educational Development 54 (2017) 1825
inadequate teaching and learning materials, low intellectual ability mistakes through sensitisation from my children. At rst I even was
and emotional problems as their friends tease and make fun of having the perception that they are children from the gods. Also I
them. Below are some voices to buttress the challenges faced by understand it can be a medical condition which not detected early
children with disabilities. could lead to disabilities. (Parent A).
My child has a physical disability- that is he limbs and nds it Parents with special children are not bringing their children out
difcult to get to his class; it is my biggest problem. His friends due to our cultural beliefs and practices. In the Ghanaian society
always have to help him which he said he feels uncomfortable with. persons with disabilities are seen as pitiful and worthless. This
At times too, he needs additional tuition to catch up but it seems perception affects their opportunities in the society; those ones
that opportunity is not available. (Parent D) hiding are denied any form of education. (Teacher A).
The barriers my child encounters are many because it seems what Cultural beliefs inuence a lot, because a parent who gives birth to
it takes to help him are not there in the school. For example, my a disabled child is assumed to have done wrong to the gods and she
childs disability is got to do with his legs so he needs easy access to is being punished. So, most parents hide them. The problem is that
the school environment but unfortunately there are no ramps in there is not enough awareness or education to disabuse these
the school and he always has to struggle on to get to his classroom. perceptions; some even believe they are spirits or gods and dont
At times the friends have to carry him to the class. My child also want to do anything with them. (Teacher B).
complains of some few teasing here and there goes on which makes It is one of the problems when it comes to the issues of disability;
me uncomfortable so at times he does not want to go school. culturally persons with disabilities are completely rejected by some
(Parent A) ethnic groups whiles others see them as burden on the family. They
As a special educator, I see a lot of barriers being encountered in the are not regarded and respected in the society but those that are
practice of inclusive education in Ghana. Some of which include seen as gods who are worshipped and revered in the family. These
lack of parental involvement. Indeed it is difcult to get parents in perceptions affect the care given to them by families and services
the schools to discuss issues of their childs learning needs. The provided to them by the society. Most families for fear of stigma
curriculum is very inexible to modify and the regular teachers are hide their child with disability from societal view. Hiding them
not ready to change it to suit all categories of children in the prevent them from going to school. (Education ofcer A)
classroom. They claim the education institution as a body has set Personally, I believe culturally our beliefs affect or inuence
targets for them to which it is a requirement for their promotion at educating persons with disabilities. This is because our perceptions
work; however, they have to meet their targets for the term and attitudes prevent children with disabilities to go to school; they
(Special education/resource teacher B). arent regarded as normal leading to neglect. Teachers,
Well, for the child with disability in my class the problem he faces is administrative staff, children and other teaching staff carry their
the limited access to the resource teacher because I dont have the attitudes from the society to the schools, discouraging them from
expertise to help her when he does not understand the lesson. The beneting from schooling. (Education ofcer B)
materials for learning are also not available so that he can learn
properly. My pupil with disability in my class doesnt have problem 5.5. Knowledge of Ghana disability law
moving around the buildings. But I think if there should be a child
with visual or physical disability he or she will nd it difcult to
Concerning knowledge of disability law some of the partic-
move around. This is due to the architectural construction with
ipants, including teachers, had no knowledge of the disability law
long staircases without the provision of ramps and elevators.
in Ghana. For those who recounted ever hearing of the disability
(Teacher C).
law, they were not sure of what it entails. Below are evidence of low
The major barrier is the required textbooks for their level of
knowledge of the law.
intelligence are not provided. Thus, the learning and teaching
I dont know of any law but i heard they are protected and also have
materials are not provided in the school for us to use to help them
equal right. (Parent B)
learn. I have a child with disability in my class and when I am
I have never heard of any disability law neither do I know about
teaching I realise she struggles to understand. Unfortunately I dont
any policies; if there is any then I believe it is not helping too much
have any additional teaching material to help her understand the
because for example my child will have been provided with a better
lesson and learn. The other barriers are architectural where those
school environment to learn. (Parent C)
with movement problem nd it difcult to use the school buildings
It has been long when I heard a law should be passed but I dont
and classrooms easily. In this school there are two children with
know if it has been passed and even if it has been passed,
disabilities, one in my class and the other one in the lower class.
unfortunately, I dont know the details so I cant say much about it
(Teacher D).
but I am sure it helps persons with disability in the country.
(Teacher A)
5.4. Causes of disability I have heard about the Act briey and what I know is that they
should be provided with equal right and be treated as normal
On the above heading, the researchers enquired about the because they also contribute to the nation. (Teacher B)
causes of disability in children. From the expression of their views, The disability law says that there should be no discrimination, so
it was realised that cultural beliefs were paramount.People usually that they can also feel loved and be part of the human populace.
ascribe disability to spiritual forces. As can be seen in the ndings (Teacher C)
below parents who give birth to disabled children are perceived to It is a good move to help persons with disabilities in the country to
have either been punished by spiritual forces for a wrong doing by participant in the society. So far I will say I have not seen much
themselves or their relatives. Some people even perceive children being done after the passage as the result of the 10 years
with disabilities as spirit children. A few held the view that, moratorium. It is sad and frustrating that 6 years into the passage
disability can be caused by medical conditions. The ndings below of the Act the government has not found it important to implement
supports the evidence discussed above. the law. Now the government cannot hold any service provider
Yes, culturally educating these groups of children are not allowed responsible for inaccessible facility and also denial of employment.
because they see them as gods. Even me myself at rst I was having The 10 years moratorium is just unreasonable, we have gone back
the perception that they are from the gods. I have realised my and forth but no results so we have to wait for 10 years. The
E.E. Mantey /International Journal of Educational Development 54 (2017) 1825 23
 Federation of Persons with Disability is the key stakeholder in the just the presence of children with disabilities in school but involves
passage of the Disability Act. The Act is there to promote the the provision of support for their benets, from the learning
welfare of persons with disabilities and violation can be process and education like their non-disabled counterparts.
sanctioned. (Ofcer from disability institution A) Second, to practice inclusive education in Ghana, there is the
need to take a step away from cultural beliefs and practices and the
This was surprising especially in the case of the teachers who
medical model of disability which explains and relates inaccessi-
are supposed to have at least some basic knowledge about
bility to education for children with disabilities to their individual
disabilities and the legal rights protecting childrenwith disabilities
characteristics towards the barriers which prevent them from
that theyare in charge. The possible conclusion could be attributed
participating and benetting from education.
to the fact that there are no special education teachers thus; they
The next objective of the researchers was to examine stake-
do not consider disability issues too important.
holders understandingof the terms disabilities and disabled and
Head Teacher Perspective on the Position of Children with
what causes them. The ndings revealed that peoples under-
Disabilities in School
standing of the terms determines the types of treatment they will
I think children with disabilities should be given equal access to
give to people with those conditions. Basically, according to the
school. This is because, there areregulatory frameworks such as the
participants, disability is an impairment which limits ones
1992 constitution, the childrens Act of 1998 and other interna-
tional legal support for their inclusion in mainstream schools ability to perform certain activities. With regards to disabled,
(Head teacher A) most of the participants acknowledged that anytime the term is
used, it means the person is sick and needs help. The term
Despite the fact that there are regulatory frameworks supporting
therefore connotes negativity as some parents noted in the
the inclusion of children with disabilities in school, their needs and
interview. This also goes to support earlier ndings by Moasun
experiences are different. In our educational system in general,
and Sottie (2014) that people have a lot of ignorance towards
teachers, and pupils do not take into considerations such
people with disabilities. They furthered that, as a result of
differences. This makes their education frustrating and unwelcom-
ignorance about the cause of disability; they turn to blame and
ing. (Head teacher B)
maltreat children with disabilities (Moasun and Sottie, 2014).
People often perceive that parents who give birth to children with
6. Discussions of major ndings disabilities are either punished for a wrong doing either by
themselves or relatives. This perceptions portrays the understand-
Results of the study indicated that even though, there are ing from people of what causes disability from their cultural point
special schools for some children with some form of disabilities, of view, hence the signicance of the causes of disability in the
some children with LESS disabilities are also included in the study. The cultural understanding about the causes of disabilities
mainstream schools. This has been made possible as a result of the result in bias against children with disability and encourage
general education policies which have compelled stakeholders to discrimination and negative preferential treatment tothese groups
do so. For instance, the United Nation Convention on the Rights of of children. Inaccessibility to education for children with
the Child, which Ghana is a signatory to, clearly upholds the disabilities is as a result of a number of reasons which include,
importance of education of all children including those with sociocultural values and perceptions. Existing literature in Ghana
disabilities and maintains that they must not be excluded from the reveals that negative perceptions, cultural patterns and practices at
general educational system, Education for All (1990), the World household and community level continue to prevent children from
Summit for Children in 1990, the Standard Rules in the Equalisation participating in school (Korboe et al., 2011; Odonkor, 2007; Casely-
of Opportunities for Persons with Disability (1993), the UNESCO Hayford, 2005). That is, societys negative attitude towards
Salamanca Statement and Framework for Action (1994), the Dakar educating children with disabilities and their inability to see the
Framework for Action (2000), the Millennium Development Goals value of education for a child with disabilities has impacted on
(MDGs, 2000) among other policies, uphold the principles of the inclusive education.
UN Convention. In Ghana, the denition, explanation and understanding of
Though Ghana has not yet been able to place all children with disability relate to how persons with disabilities are accepted,
disabilities into mainstream schools, the few who have been placed treated and their rights recognised in the Ghanaian society. This in
face a lot of challenges. It was revealed by the school children with effect relates to conceptualisation of inclusive education in Ghana.
disabilities that, they are discriminated against by their colleagues, Thus the denitions and meaning of disability inuence the
teachers, and the society as a whole. Parents, teachers, and other services and support children with disabilities receive in the
participants in the study corroborated the ndings of children with Ghanaian schools. The national perceptions about denitions of
disabilities by bemoaning the deplorable state of school con- disabilities due to cultural beliefs have implication for educational
ditions, inadequacy of resources for their needs (resource teachers, opportunities for these groups of children. Understanding
text books, school infrastructure) and even how the few available disability in a cultural context is a critically important subject
are not designed to suit them. This is in tandem with the ndings of matter that deserves serious consideration. It has implications for
Moasun and Sottie (2014) that the State and its agencies have failed conceptualising inclusive education alongside developing policies
to provide adequate skilled personnel, infrastructure and logistics and programmes to practice inclusive education.
for the care and protection of Children with Disabilities. The
ndings that the school environment were not suitable to the 7. Implications for policy and practice
needs of children with disabilities also conrm the social model of
disabilities which argue that the disability of the individual is not It is worth noting that educational policies that have been in
what disables them but the social organisation and architectural existence have not been able to address the needs of children with
design of the environment within which the person lives. The case disabilities in mainstream schools. Therefore, government and
is made that inclusive education is not just placing children with other stakeholders need to step up their efforts in ensuring that,
disabilities in the mainstream schools but involves the provision of the needs of children with disabilities in mainstream schools are
special needs for them while they are with others in the met, otherwise they could be prevented from accessing and
mainstream schools. The point is that, inclusive education is not beneting from education in spite of the policy on free education
24 E.E. Mantey / International Journal of Educational Development 54 (2017) 1825
for all children. This suggests that these policy provisions are so far situation to help address the challenges and promote effective and
inadequate and inappropriate in addressing the educational needs efcient practice. Linking the broader Ghanaian values and beliefs
of children with disabilities in school i.e. there is limited will contribute to the education of childrenwith disabilities. It will
implementation of policies for successful inclusive education in also help in eliminating negatively preconceived ideas about
Ghana. Schools fall short in their practical implementation due to a persons with disabilities and to achieve the goal of inclusive
variety of reasons many of which are outside the schools control. education.
An example of a major challenge has been, difculty in changing
the established attitudes and behaviours acting as barriers to any 8. Conclusion
change in the school and the larger society.
The failure of the community to change their attitudes may be Overall, the study found that inclusive education has been
due to lack of deeper understanding of inclusive education being a rolled in Ghana but there are challenges that need to be overcome
process of systematic and structural change. Again, lack of interest before the education system can fully benet children with
in the development and implementation of educational policies for disabilities. The presence of these barriers contributes to exclusion
persons with disabilities may be as a result of protection of of children with disabilities from education.
segregated education and the peoples understanding of disability There was evidence that children with disabilities are
and its causes in general. The provision of segregated education enrolled in the mainstream schools but their numbers are far
leads to building a relationship between professionals and persons less than those out of school. It proves that inclusive education
with disabilities and guarantees the work of these professionals is not being effectively implemented in Ghana. Thus the
who provide educational and other services to children with practice of inclusive education is adopted without adequate
disabilities. For instance, Oliver (1990) noted that, there is evidence about its effectiveness in Ghana. This is as a result of
profession basis for the creation of dependency due to social too much attention focused on functional limitations of persons
and economic structures of the society. He further noted that, with disabilities in general, who are perceived to be unable to
many of the services provided by these professionals are care for themselves.
institutionalised, managed with few resources without meeting More so, the ndings draw attention to the need to develop
the needs of persons with disabilities needs. This affects their lives comprehensive strategies and approaches to inclusive education.
in that, these children spend most of their entire lives in these Most importantly, attitudes are highly critical to the success of
segregated educational institutions. The consequence of protecting inclusive education. Negative attitudes are some of the most
segregated education calls for establishing special schools for signicant barriers that affect children with disabilities. Negative
children with disabilities excluded from the mainstream which attitudes toward persons with disabilities result in marginalisation
makes implementation of inclusive education difcult to realised. due to lack of understanding of the meaning of disabilities and the
In addition, special education services provided to children with importance of people with disabilities in the society. Thus the
disabilities in mainstream schools were limited. Clearly, it suggests meaning of disabilities helps to understand marginalisation and
that the lack of provision of special education services for children exclusion of children with disabilities in mainstream schools.
with disabilities serves as a limitation to the practice of inclusive However, every effort must be made, to demystify such negative
education. The interviewee teacher pointed out that, they run the attitudes and cultural beliefs to enhance the education of children
normal school; thus there is nothing like the provision of special with disabilities. The knowledge of traditional beliefs and practices
education services except counseling, extra curriculum classes towards disability is important if we are to talk about the education
which are organised for the whole school, not targeting children of childrenwith disabilities inclusively. Therefore, the society has a
with disabilities, and at times identication of learning needs. All role to play in promoting inclusion, to meet the expectations of the
other variables were limited with regards to the practice of educational system. Thus all stakeholders, both government and
inclusive education. non-government, must help to ensure that, there is the provision of
Moreover, there is hardly any acknowledgement of traditional quality and equal access to inclusive education.
beliefs and practice in relation to developing policies and As a result, a Ghanaian model of inclusive education practice
programmes to the education of children with disabilities. Thus, should be developed to help these groups of children experience
implementing and practicing inclusive education will need the quality education. Therefore, focus should be given to the
recognition of Ghanaian traditional education to help understand challenges faced within the national and local context, some of
basic attitudes and cultural modication leading to societal which may include social aspect, material and human resources,
change.This is because inclusive education is a highly controversial policies and many more to help practice successful inclusive
concept in education which relates to the cultural beliefs, values, education.
and practices as well as dominating concept of individual worth
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