In this case study the authors examined the functioning of the community-based rehabilitation (CBR) program for people with disabilities in 3 pilot districts after the conclusion of donor support in Ghana. Questionnaire and interview data from 42 people with disabilities, 8 local supervisors, and 3 social workers about program structures, support for people with disabilities, and challenges were analyzed using descriptive statistics and qualitative procedures, involving the use of Leximancer software. The authors found that some CBR structures remained in the communities. Diminished support for disabled peoples' organizations from communities and local government agencies were key challenges. The problem of volunteer local supervisors wanting to be paid ignited the evidence versus ideology debate around sustainability of CBR programs.

Ghana education system has failed to effectively address the needs of pupils with learning difficulties (LDs) in regular classrooms. Underachievement, school dropout, streetism, and antisocial behaviors are the consequences. Teachers’ lack of adequate competence in adaptive instruction is one of the fundamental reasons responsible for this anomaly. This study aims to examine teachers’ competence in adapting instructions to teach pupils with LDs in the regular classroom in Ghana. The data were gathered from 387 sampled teachers in a cross-sectional survey using questionnaires and structured observation methods. We analyzed the data using descriptive statistic, chi-square test, correlation, t test, and ANOVA. The results show that (a) teachers have limited to moderate competence in adaptive instruction, (b) adaptive teaching is strongly associated with teachers’ competence in teaching pupils with LDs in the regular classroom, and (c) apart from gender and class size, teachers’ background variables such as school location and teaching experience differ significantly. The study has serious implications for Ghana’s inclusive education policy and teaching practice.

This article is about the challenge of communication via smartphones and tablets by people with intellectual disabilities (ID). We will give special attention to persons that struggle with verbal communication. One of our co-researchers, the fourth author, has a severe ID. She cannot read, write or use voice assisted technology in any functional manner. As a result of many years of collaboration, and the need for solutions in connection with the challenges with COVID-19, she and her family have developed ways of remote communication that can be mastered both by the person with an ID and the majority (those without similar disabilities). We call it doing and talking. Successful remote communication not only depends on technology and how to use it, but also on communication strategies that both work for the person with an ID and the majority. It is often the case that people with ID are expected to learn the skills necessary to adapt to the majority. We will show that success is just as much a question of the majority learning new skills and strategies that can make real inclusion and collaboration possible.

This article explores the emerging promise touchscreen devices hold for individuals with intellectual disabilities (ID). Many individuals with ID that struggle to read, write or use voice assisted strategies can use touchscreen devices in many aspects of their lives. Research has shown that touchscreen technology is available, easy to use and can open an array of empowering possibilities for individuals with ID. In this article we will be sharing research and a vision for possible uses of touchscreen devices in the future for individuals with ID. Our perspectives are shaped by our experiences with using touchscreen technology in collaboration with people who have ID. A special aspect of our research methodology is the fact that one of our co-researchers has ID.

Internet fraud remains a problem in Ghana and thus attracts the attention of teachers, researchers, civil society organisations, the state and policymakers. Existing studies on Internet fraud focused on the reasons, combat strategies, cyber spiritualism, the impact of Internet fraud on individuals and the country, and the inadequate legal frameworks for handling such cybercrimes. Despite efforts by the government and other interest groups in fighting the menace, the phenomenon continues to increase among youth in Ghana. Applying Paul Willis’ theory of ethnographic imagination, this study examined how Internet scammers—Sakawa boys—in the northern region of Ghana use their bodies and other cultural materials to express their identity and make meaning. The study reveals that Sakawa boys express their identities and make meaning using language—slang and jargon; conspicuous consumption of material goods; ostentatious lifestyle; techno-religiosity; and gender cyber-fraud collaboration. Thus, it offers a basal understanding of emic dimension of relationship between children and youth in cybercrime, unsuspected victims, and preventive measures. The study also gives theoretical contributions to research in understanding the broader socio-cultural milieu of children and youth in crimes and possible practical measures towards containment.