Inclusive Education in Ghana: Challenges and Lessons from Canada

Abstract

This Major Research Paper (MRP) adopted the Systematic Literature Review (SLR) approach to examine the evolution and current state of inclusive education in Ghana and Canada (Ontario), with an emphasis on challenges and lessons learned. The movement towards inclusive education began in Ghana in 1936, with separate schools for disabled children. However, challenges remain, such as geographic disparities, prohibitive costs, and a lack of teacher understanding. Inclusive education has evolved over the last 50 years in Canada, thanks to legislative advancements such as the 1982 Charter of Rights and Freedoms and provincial acts. Key findings show that Ontario is significantly ahead of the curve when it comes to implementing inclusive education, thanks to diverse provincial approaches and effective strategies. Despite challenges in both countries, Canada's lack of a unified national policy contrasts with Ghana's policy, which is riddled with problems, limiting its effectiveness. Discrimination against disabled children is less prevalent in Ontario than in Ghana, where negative attitudes prevent inclusion. Financial constraints are a common barrier, with Ontario’s lessons pointing to a comprehensive framework that combines Universal Design for Learning and Differentiated Instruction to address financial concerns while also improving inclusive practices. Challenges for teachers and principals in both systems highlight the importance of teacher preparation and school leadership in implementing successful inclusive education policies. Lessons from Ontario focus on strategies for incorporating inclusive education principles into teacher training programs and increasing principal accountability, emphasizing the importance of professional development and leadership in fostering inclusive practices. Drawing lessons from Ontario, the findings highlight the need for a comprehensive national policy in Ghana that addresses financial constraints while promoting teacher and principal preparation to improve inclusive education outcomes.