Special and inclusive education in Ghana: Status and progress, challenges and implications

Ametepee, Lawrence Kofi; Anastasiou, Dimitris

doi:10.1016/j.ijedudev.2015.02.007

Cited by 61 publications

(44 citation statements)

References 6 publications

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“…Uganda has committed to inclusive education and in 2006 passed the Persons with Disability Act, which requires institutions of higher learning to eliminate barriers to accessibility and prohibit discrimination (Emong and Eron 2016;Roberts Otyola and others 2017). Similarly, the government of Ghana has had specific targets to educate learners with disabilities since 2013 (Ametepee and Anastasiou 2015).…”

Section: Toward Greater Inclusion In Africamentioning

confidence: 99%

Inclusion Matters in Africa

Das¹,

Espinoza²

2019

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Some rights reserved This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.

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Section: Toward Greater Inclusion In Africamentioning

confidence: 99%

Inclusion Matters in Africa

Das¹,

Espinoza²

2019

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“…Many universities and tertiary institutions in Ghana have also appreciated this need and some have taken giant leaps to grant solutions to this growing necessity. There is still an educational acquisition cavity that needs to be transformed into a more visible, resource-enhanced form of attaining knowledge that is open to providing lasting learning prospects in distance education to all working Ghanaians to meet the various learning needs for academic, personal, and professional growth (Ametepee & Anastasiou, 2015;Senadza, 2012).…”

Section: The Research Problemmentioning

confidence: 99%

Standardization or Localization: A Study of Online Learning Programmes by Tertiary Institutions in Ghana

Djan¹,

George²

2016

European Journal of Contemporary Education

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Many universities in Ghana have had a desire to ensure equitable access to formal tertiary education for the growing number of the working public who have sought to improve or better their educational status in tertiary institutions. For many of these working public or individuals, it is almost impossible to stay off work to enrol in these tertiary institutions but rather would most likely prefer to improve their educational and knowledge acquisition status in the comfort of their homes and in a relaxed and calm environment. This study is aimed at distinguishing between whether tertiary institutions should be evenly and commonly regulated and the learning process standardized for all individuals or to be specifically adapted for the individual needs of the target market.

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“…Hence, inclusive education practices and action plans in different countries vary despite the common underlying conventions and statements. Questions related to divergent definitions, policies and practices are discussed in many studies (for example, Kyriazopoulou & Weber, ; Florian, ; Ametepee & Anastasiou, ).…”

Section: Introductionmentioning

confidence: 99%

Inclusive education in Georgia: current trends and challenges

Tchintcharauli¹,

Javakhishvili²

2017

British J Special Edu

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This article presents the first comprehensive study of the Georgian inclusive education system launched nationwide in 2006. An internationally recognised tool, the ‘Pathway to Inclusion – Barometer of Inclusive Education’, was applied within the country to highlight the current position of inclusive education in Georgia. The collected data were analysed against results from other countries. The comparison shows that Georgia has made progress towards inclusion; however, considerable work is still required to address drawbacks in policy and its implementation. The development of a monitoring system is advised as an effective means of advancement towards increased inclusion in the education system.

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Special and inclusive education in Ghana: Status and progress, challenges and implications

Cited by 61 publications

References 6 publications

Inclusion Matters in Africa

Inclusion Matters in Africa

Standardization or Localization: A Study of Online Learning Programmes by Tertiary Institutions in Ghana

Inclusive education in Georgia: current trends and challenges

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