Inclusive Education and Disabilities: Narratives from Ghana

Emma Seyram Hamenoo, Victoria Dayan
{"title":"Inclusive Education and Disabilities: Narratives from Ghana","authors":"Emma Seyram Hamenoo, Victoria Dayan","doi":"10.47985/DCIDJ.385","DOIUrl":null,"url":null,"abstract":"Purpose: Inclusive Education (IE) has been recognised internationally as the ideal model of educational access to all. Despite this, it faces many challenges. The present study explored the narratives of 10 participants with diverse disabilities in Accra, Ghana, keeping the focus on (a) how children with disabilities in an Inclusive Educational facility understand their educational experiences, (b) how they perceive their relationship with peers and teachers in school, and (c) how accessible they find existing school infrastructures. Method: Using a phenomenological approach, data was generated through in-depth interviews with 10 participants from two selected schools. Results: The experiences of participants, in some instances, were found to be two-sided. While participants felt accepted by some of their peers, they also experienced bullying by others. While some of the teachers were supportive, others were not. All the participants agreed that the physical school environment was disability-unfriendly. Conclusion: Despite limited participation of children with special needs, greater stakeholder commitment was observed. This is promising for the future success of Inclusive Education in Ghana.","PeriodicalId":179630,"journal":{"name":"Disability, CBR and Inclusive Development","volume":"10 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Disability, CBR and Inclusive Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.47985/DCIDJ.385","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 2

Abstract

Purpose: Inclusive Education (IE) has been recognised internationally as the ideal model of educational access to all. Despite this, it faces many challenges. The present study explored the narratives of 10 participants with diverse disabilities in Accra, Ghana, keeping the focus on (a) how children with disabilities in an Inclusive Educational facility understand their educational experiences, (b) how they perceive their relationship with peers and teachers in school, and (c) how accessible they find existing school infrastructures. Method: Using a phenomenological approach, data was generated through in-depth interviews with 10 participants from two selected schools. Results: The experiences of participants, in some instances, were found to be two-sided. While participants felt accepted by some of their peers, they also experienced bullying by others. While some of the teachers were supportive, others were not. All the participants agreed that the physical school environment was disability-unfriendly. Conclusion: Despite limited participation of children with special needs, greater stakeholder commitment was observed. This is promising for the future success of Inclusive Education in Ghana.
全纳教育与残疾:来自加纳的叙述
目的:全纳教育(IE)已被国际公认为教育普及的理想模式。尽管如此,它仍面临许多挑战。本研究探讨了加纳阿克拉10名不同残疾参与者的叙述,重点关注(a)全纳教育设施中的残疾儿童如何理解他们的教育经历,(b)他们如何看待他们与学校同伴和老师的关系,以及(c)他们如何找到现有学校基础设施。方法:采用现象学方法,通过对来自两所学校的10名参与者进行深入访谈产生数据。结果:参与者的经历,在某些情况下,被发现是双面的。虽然参与者感到被一些同龄人所接受,但他们也经历了其他人的欺凌。虽然有些老师表示支持,但也有人表示反对。所有参加者都认为学校的物理环境对残障人士不友好。结论:尽管特殊需要儿童的参与有限,但观察到更大的利益相关者承诺。这为加纳全纳教育的未来成功提供了希望。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信