Discrimination against children with disabilities in mainstream schools in Southern Ghana: Challenges and perspectives from stakeholders

There are less favourable attitudes towards inclusion of children with disabilities in Ghana as a result of historical assumptions concerning Persons With Disabilities (PWDs). These assumptions are cultural beliefs which look down upon persons with disabilities, leading to either the exclusion of PWDs from mainstream schools or including them adversely; for instance, when they are provided with separate facilities which sometimes are not conducive for learning. Using Ghana as an example, the study examined challenges children with disabilities face in mainstream schools as well as perspectives on disability. The study utilised qualitative method of research mainly in-depth interviews and social model of disability, advanced by Mike Oliver as an underpinning research technique theory. The study found that children with disabilities mostly face challenges such as discrimination from their colleagues, teachers, and non-teaching staff in the school. Also, government does not adequately plan for children with disabilities by way of policies and programmes. The number of special education teachers in the mainstream educational facilities are inadequate, and the few available teachers seem to lack the competence to properly impart knowledge to them to ensure the development of their potentials. Besides, findings indicated that, the understanding of the word “disabled” and its explanation associated with cultural beliefs cause and worsen disability in these group of children denying them their rights. These challenges indicate that, children with disabilities educational needs were not properly taken care of and the system does not help them to benefit from education. The study therefore recommends the need to re-orient people’s thoughts and their beliefs towards children with disabilities to reduce or eliminate the challenge they encounter in schools and in the larger society.