In a recent statement, Professor Samuel K. Hayford, the Director at the Institute of Educational Research and Innovative Studies (IERIS) at the University of Education-Winneba, emphasised the crucial role of teacher training in the successful implementation of Ghana’s inclusive education agenda.
According to Prof. Hayford, many teachers in Ghana lack the necessary preparation to effectively cater to the diverse needs of students with disabilities, posing a significant challenge to inclusive education policies. He highlighted the importance of specialised training in special needs education for teachers, stating that without proper training, they cannot adequately support and teach students with diverse learning requirements.
The practical execution of inclusive education policies in Ghana has encountered obstacles due to the decline in specialised training for teachers. Prof. Hayford stressed that a majority of Ghanaian teachers are ill-prepared to handle the complexities associated with inclusive education, affecting the quality of support and teaching for students with disabilities.
“Inclusive education goes beyond physical access to schools; it’s about creating an environment where every student feels valued and supported. This starts with well-equipped teachers who can address the unique needs of all students,” Prof. Hayford remarked.
He called for continuous professional development programmes to keep teachers updated on best practices and emerging trends in special education. Despite the government’s commitment to fully enforce the Inclusive Education (IE) Policy, societal stigma towards individuals with disabilities has added challenges to its implementation.
The IE Policy is founded on the principle of equitable access to quality teaching and learning for all individuals in educational institutions, transcending physical location to encompass values that promote participation. It is essential to address the inadequacies in teacher training and support systems to ensure the successful implementation of inclusive education policies in Ghana.
