Special education in Ghana has a long-standing presence, primarily focused on traditional disabilities such as visual, hearing, intellectual, and physical impairments. Managed by the Special Education Division (SPED) of the Ghana Education Service, Ghana has made notable strides by adopting inclusive education policies aimed at integrating children with special educational needs (SEN) into mainstream schools wherever possible.
Despite these efforts, challenges remain. Children with specific learning difficulties (SpLD), such as dyslexia or dyscalculia, are often not formally recognized or supported, highlighting a gap in the current system. Moreover, while Ghana’s Education Strategic Plan (ESP) has set ambitious targets for increasing attendance and achieving full inclusion of students with SEN, progress has been uneven and sometimes difficult to measure.
Social stigma and discrimination further complicate access to education for children with disabilities. Many families hide children with special needs due to cultural beliefs that disabilities are shameful or punitive, which limits these children’s educational opportunities. Additionally, teachers often lack adequate training and resources to effectively support diverse learners in inclusive settings, impacting the quality of education for children with special needs.
Nonetheless, Ghana’s education system is considered one of the most progressive in Africa, with free compulsory education extended to 12 years and ongoing initiatives to strengthen inclusive education. Programs like the GGA SEN project aim to improve skills, resources, and community attitudes to better support children with disabilities in mainstream schools.
In conclusion, while Ghana has made commendable progress in special education and inclusion, sustained efforts are needed to address systemic barriers, expand support for specific learning difficulties, and combat social stigma to ensure equitable access to quality education for all children.