Workbook final

Critical assessment of the disability policy concerning the education of people with disabilities appears to be challenging,

as certain children with disabilities are not expected to participate in inclusive education, but that different

arrangements are being made to meet their education needs, which defeat the idea of inclusion. Although the policies

demonstrate the government of Ghana’s commitment to equity for all children, Ghana’s education system is essentially

dualist in nature with good education policies on one side and poor implementation on the other side. There is low or

lack of knowledge of the disability law and policies among teachers and parents of children with disabilities. While

trends are increasingly shifting towards inclusive practices, the institutionalization of people with learning difficulties

and others with disabilities remains an entrenched practice

EBSITE

(

ADDITIONAL INFORMATION

)

Link to the text o

of 2013:

Efua Esaaba Mantey

a case of two selected areas in

Ghana

, Doctorate Degree Dissertation, University of Siegen, Faculty 2 (Department of Educational Science/Psychology),

2014: