Abstract:
The philosophy of inclusive education necessitates rigorous changes in the school
system for it to be effective. In order to respond to the challenge, countries are
required to develop structures that make it possible for schools to adapt curricula
and pedagogical strategies to meet the needs of all children, including those with
special educational needs. Such changes must be ecosystemic, requiring the
involvement of all stakeholders, including schools, the home and community, and
voluntary organisations. What are the changes that need to be made to effectively
translate theory into practice to celebrate the outcomes of inclusivity? On the basis
of the experience of the United Kingdom, this paper explores certain levers that
have to be critically considered to make inclusive education a reality in Ghana.
Description:
Proceedings of the 3rd biannual International Conference on
Distance Education and Teachers’ Training in Africa (DETA) held at
the University of Cape Coast,
Cape Coast, Ghana, August 2009
