Using Photovoice to Illuminate Challenges Facing Children with Disabilities in Inclusive Education in Ghana

Abstract

Achieving inclusive and quality education for all children remains a significant problem amidst several policies in sub-Saharan Africa. This study explores challenges facing children with disabilities in mainstream inclusive education-based basic schools in a sub-Saharan Ghanaian context. A qualitative photovoice approach was employed to highlight the experiences of six (6) pupils with disabilities. Findings revealed three main themes: unfriendly environments, inaccessible physical structures, and lack of assistive equipment, reflecting significant challenges confronting children with disabilities in inclusive education settings. Social support from colleagues without disabilities, however, acted as a major coping resource for pupils with disabilities. The study has implications for policy an