No abstract

Recognising the signs and finding solutions to the risk and needs of neglected children remains a challenge in child protection practice despite a global increase in the number of reported child neglect cases. This situation is compounded by the impact of cultural practices on how neglect is perceived. Drawing on semi-structured in-depth interviews with 31 kinship caregivers, this study sought to explore how the culturally informed traditional kinship care practice in Ghana can be considered an intervention strategy for parental neglect. Proactive intervention, prevention of abandonment and utilisation of family support emerged as ways kinship care practice can help resolve child neglect issues. This study's findings suggest that kinship care options could help prevent severe forms of child neglect and prevent instances of child neglect at their onset. The study highlights the importance of culture and tradition when considering approaches to addressing neglect of children, which could be adapted to other cultures as it provides learning regarding where it is safe to have the extended family involved from the beginning where there is suspected neglect.

The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants' own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.