'Nothing about us, without us' : voices of leaders of disabled people's organisation in management of disability fund

In 2005, the Ghanaian government established cash grants for persons with disabilities (PWDs). However, PWDs are still living under deplorable conditions, which have raised questions about the involvement of fellow PWDs in the disbursement of cash grants. Using a human rights-based approach, nine participants with disabilities (hearing, visual and physical) who were leaders of the Disabled People’s Organisation in four districts were interviewed to explore their perspectives, which was thematically analysed. The results showed that leaders were not consulted or involved in the allocation of grants to PWDs. This paper discusses the need for bureaucrats to respect and involve PWDs in matters concerning their livelihoods

The self-efficacy of private school teachers toward the implementation of inclusive education in Ghana : a mixed-methods study

Background: Although efforts toward practicing inclusive education have stalled in countries such as Ghana, the available data have mainly centred on enacting inclusive education in public schools. With private schools being notable alternative service providers to public schools, understanding private school teachers’ perceived self-efficacy toward teaching students with disabilities in the classroom is essential. Method: To develop insights into inclusive practices, a two-phase mixed-methods design was adopted for this study. In the first phase, 82 teachers from six private schools responded to the self-reported Teacher Efficacy for Inclusive Practice (TEIP) scale. In the second phase, there were 10 participants, including principals (n = 3), heads of department (n = 4) and teachers (n = 3). While the quantitative data were subjected to confirmatory factor analysis, t-tests, analysis of variance and linear regression, the qualitative data were analysed thematically using the components of the TEIP scale as a priori themes. Result: The study confirmed the structural validity of the TEIP scale in measuring teachers’ self-efficacy and the correlations and covariances between efficacy in managing behaviour and performing instruction and collaboration. There was divergence between the quantitative and qualitative data and background variables, such as educational qualifications, pre-service training in inclusive education and participation in professional development, which provided additional insights into the teachers’ self-efficacy. Conclusion: The findings show that some private school teachers teach students with disabilities despite having no confidence in their capabilities. The study findings underscore the need to create more training opportunities for private school teachers to enhance their confidence in practicing inclusive education in schools

Level of satisfaction and sexual and reproductive health needs of deaf persons in Ghana : a sequential explanatory mixed method study

Background: The intersection between deafness and culture in sub-Saharan African contexts such as Ghana has culminated in restricted access to sexual and reproductive health (SRH) services. While some attention has been given to the barriers faced by deaf persons in accessing SRH services, discussion of their needs and satisfaction with SRH services is at an embryonic stage. This lends support to the use of sequential mixed-method study design to assess the level of satisfaction and SRH needs of deaf persons. Methods: This study was guided by explanatory sequential mixed-method study design. Thus, a two-phase data collection approach was adopted. In Phase I, a 32-item questionnaire with 16 items each for satisfaction regarding SRH services and SRH needs, was used for data collection from 288 deaf persons recruited from 3 of the 16 regions in Ghana. The data were subjected to the following computations: means, t-tests, analysis of variance, correlations, and multiple regression. In Phase II, a semi-structured interview guide was used to collect data from 60 participants who were drawn from the earlier pool. The interviews were subjected to thematic analysis. Results: The results showed of correlation and multiple analyses showed a small relationship and significant contribution of needs in the variance of satisfaction. Also, there was a convergence between both the qualitative and quantitative data as participants confirmed the lack of consideration given to the needs of deaf persons regarding SRH service provisions. Conclusion: Deaf persons who took part in this study were unsatisfied with SRH services due to barriers such as sign language interpreters and inaccessible information. Consequently, they expressed the need for preferred mode of communication and expedition of awareness creation on SRH. The study findings warrant the need for policymakers to inculcate the needs of deaf person in SRH services to improve access and thus, enhance satisfaction. For instance, recommendations such as the training of health professionals in the use of sign language could be considered in future SRH policy and other implications, are discussed

Preservice training amid a pandemic in Ghana : predictors of online learning success among teachers

The coronavirus disease 2019 outbreak has brought the world to a standstill, especially the education sector. Globally, it has claimed over two million lives, with over 100 million people infected, forcing schools to close down. This has reignited the importance of online teaching and learning for preservice teachers who comprise the next frontiers in providing online education to their future students. However, studies on online learning [OL] success among preservice teachers in developing countries, such as Ghana, remain scarce. Accordingly, this study mainly aimed to assess the predictors of OL success among preservice teachers in Ghana. Bandura’s social cognitive theory guided the study; in total, 526 preservice teachers were recruited from four colleges of education. Although the teachers were ambivalent regarding the success of OL, significant differences were found between the following demographics: gender, specialization, marital status, the preferred mode of learning, and the place of residence. Moreover, the study discussed the need for intensive information and communications technology education among preservice teachers, particularly women, developing their confidence in computer skills, and other recommendations

The interaction between typically developing students and peers with autism spectrum disorder in regular schools in Ghana : an exploration using the theory of planned behaviour

The purpose of this study is to assess the intention of typically developing peers towards learning in the classroom with students with Autism Spectrum Disorder (ASD). In developing countries, such as Ghana, the body of literature on the relationship between students with disabilities and typically developing peers has been sparsely studied. Using Ajzen’s theory of planned behaviour as a theoretical framework for this study, 516 typically developing students completed four scales representing belief constructs, attitudes, subjective norms, and perceived behavioural controls (self-efficacy), hypothesised to predict behavioural intention. The data were subjected to a t-test, analysis of variance, and structural equation modelling. The modelling confirmed the combining ability of attitude, subjective norms, and perceived behavioural controls to predict intention. We conclude by revealing the need for policymakers to consider designing programmes aimed towards promoting social relationships between students with ASD and typically developing peers

Cross-national study of communal attitudes toward individuals with intellectual disabilities in sub-Saharan Africa : Cameroon vs. Ghana

Background: An intellectual disability (ID) is characterized by a deficit in the functional, cognitive, and adaptive skills required for independent living. Due to the low cognitive capabilities of individuals with IDs, they have become victims of marginalization, exclusion, and denial of their fundamental rights to basic necessities in societies around the world. While efforts are being made to improve service provision to and acceptance of individuals with disabilities, the extent of communal acceptance and recognition of these individuals as equal members of society remains underexplored in sub-Saharan African countries such as Cameroon and Ghana. Objective: As attitudes toward individuals with IDs are pivotal in shaping national policies, this cross-national study examined communal attitudes toward persons with IDs in Cameroon and Ghana. Method: The Community Living Attitude Scale for Intellectual Disabilities (CLAS-ID) was used to collect data from a total of 741 university students in the two countries. The validity of the scale was assessed using confirmatory factor analysis and principal component analysis. The association between the background variables and attitudes was examined using t-tests, analysis of variance, linear regression, and two-way factor analysis. Results: The results showed the validity of the CLAS-ID as a valid tool for measuring communal attitudes toward individuals with IDs in sub-Saharan Africa. The participants appeared ambivalent about attitude towards individuals with ID and other findings showed no association between attitudes and variables such as gender, relation, and contact with individuals with IDs. Conclusion: We discuss the need for innovative approaches aimed at changing attitudes toward individuals with IDs in sub-Saharan Africa as well as other study implications

Experiences of primary caregivers of children with cerebral palsy across the trajectory of diagnoses in Ghana

Background: Cerebral palsy (CP) is a non-progressive disorder of posture or movement caused by a lesion to the developing brain that results in functional limitations. The diagnosis of CP can vary from one child to another, causing family stress because of vague and unknown outcomes of the disorder. Although there are negative attitudes in Ghanaian societies towards primary caregivers and children with disabilities, fewer attempts have been made to understand their experiences. Objectives: The main aim of this study was to explore the experiences of primary caregivers across the trajectory of the diagnosis (before, during and after) of CP in the setting of a tertiary hospital. Method: Using Social Capital Theory as framework, 40 primary caregivers of children with CP, who were receiving treatment at a major referral hospital in Ghana, were interviewed about their experiences before, during and after diagnosis. Results: The results that emerged from the thematic analysis were discussed as follows: experiences before diagnosis, experiences during the diagnosis and experiences after the diagnosis. Particularly, participants discussed their inability to access essential services such as education for their children with CP. Conclusion: In light of systemic challenges faced by participants and their children with CP, the need for health policymakers to prioritise the public education about CP, promoting the well-being of caregivers and other implications of the study have been discussed

Leading Disability Research and Workforce Development: A Western Sydney Collaboration

In this White Paper we draw attention to the potential of excellence in research and workforce development as a means, in part, to foster greater inclusion and participation for people with disability. We present a critique of the current limitations in research and workforce development and highlight the urgency to address such shortcomings to realise inclusion within our communities. We demonstrate that Western Sydney University is well positioned as a leading institution to address many of these concerns. This White paper showcases the innovative work of our team, and calls for seven key actions, to advance inclusion and participation for people and communities in Greater Western Sydney, Australia, and beyond

A cross-sectional study of pre-service teachers' views about disability and attitutdes towards inclusive education

Teachers’ attitudes towards students with disabilities and special educational needs (SEN) and their inclusion in regular education classrooms have been internationally identified as a key factor in the implementation of inclusive education. In this study, 501 participants representing a cross-section of pre-service teachers from three public colleges of education in Ghana were surveyed about their views regarding disability, level of discomfort interacting with people with disabilities and attitudes towards inclusive education. The results indicate that the pre-service teachers understood disability as an interaction between biological and environmental factors and felt comfortable interacting with people with disabilities. However, their attitudes towards inclusive education were imperceptibly positive, with some being predisposed to cultural and religious beliefs about disability. The results are discussed in relation to the impact of background variables and the range of factors that can improve pre-service teachers’ attitudes towards inclusive education

Inclusive education policy and practice in Ghana : air castle or realistic goal?

The closer examination of the Ghanaian national policies and legislations has substantiated Slee (2013, P.89) proposition that “the human rights charters and national legislation around the world will not in and of themselves rid us of exclusion” and that some of the practices that are being advanced in the name of inclusive education have serious exclusionary effects. For instance, the fragmentation of “all children” to “different categories” in the definition of inclusive education; the provision of screening manuals and the emphasis on the medical and psychological screening, diagnosis, referral, the treatment of schoolchildren with disabilities in the pilot inclusive projects; and the continuum of placement of options. The expected impacts of these practices in pilot inclusive schools are that more students will be caught up in the diagnostic net, teachers can name different categories of disabilities and recite their ‘aetiologies and symptomologies’. Teachers will then believe that they are not qualified to teach these children and therefore rush for special help or call for more resources (see e.g. Slee, 2003, p.905)