The Challenges and Factors Facilitating the Inclusive Education Policy Implementation in Ghana: Policy Stakeholders' Perspectives.
Research has shown that people with disabilities (PWDs) are significantly disadvantaged within the areas of school enrolment, educational attainment, and learning, particularly in developing countries. In Ghana, the Inclusive Education (IE) Policy was established in 2006 to ensure the full participa...
| Publicado en: | International Journal of Disability, Development & Education Vol. 71; no. 7; pp. 1094 - 1116 |
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| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Nov2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180359182&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180359182 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 1034912X 54Q jtl: International Journal of Disability, Development & Education issn: 1034912X maglogo: N pubinfo: dt: Nov2024 vid: 71 iid: 7 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 180359182 173800001 180359182 180359182 10.1080/1034912X.2023.2283040 180359182 ppf: 1094 ppct: 22 formats: tig: atl: The Challenges and Factors Facilitating the Inclusive Education Policy Implementation in Ghana: Policy Stakeholders' Perspectives. aug: au: Komabu-Pomeyie, Sefakor affil: Educational Leadership and Policy Studies, University of Vermont, Burlington, Vermont, USA sug: subj: Mainstreaming (Education) Public Policy Program Implementation Ghana Documentation Human Male Female Ghana Qualitative Studies Thematic Analysis Developing Countries Ethics, Professional Education Stakeholder Participation Interviews Schools Educational Status Persons with Disabilities Faculty Health Services Accessibility Descriptive Statistics Male Female ab: Research has shown that people with disabilities (PWDs) are significantly disadvantaged within the areas of school enrolment, educational attainment, and learning, particularly in developing countries. In Ghana, the Inclusive Education (IE) Policy was established in 2006 to ensure the full participation of all PWDs in schools. The purpose of this study was to document the barriers and facilitators to the implementation of the IE Policy of Ghana. The research employed a case study in which eight education professionals and leaders (major stakeholders) were selected for their key roles in forming and implementing the IE Policy of Ghana and individually interviewed. The transcript of each participant's interview was coded and thematically analysed, after which a cross-case analysis was conducted to identify common themes. The findings of this study point to a number of implications for future policy and practice, including the critical need for accurate data on PWDs in the Ghanaian school system that policymakers, faculty, and administrators can use to better support PWDs. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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