Speaking at the launch of the Free Tertiary Education for Persons with Disabilities initiative, the President emphasised the urgent need to break down social and economic barriers that continue to limit the potential of persons with disabilities across the country.

He described the exclusion of individuals from education and employment due to disability as not only a personal tragedy but also a national loss.

“Too many still face barriers of poverty, of stigma, of lack of access to education and livelihood opportunity. These are not just individual challenges; they represent a national loss,” President Mahama said.

He emphasised that inclusion was essential to Ghana’s social and economic progress, noting that empowering persons with disabilities would unlock untapped potential and drive national development.

“When we exclude, we waste talent, but when we include and empower, we multiply national progress. Our collective task, therefore, is to ensure that no Ghanaian is denied the chance to learn, to work, and to serve because of disability,” he stated.

Source: Emmanuel Tetteh

This dynamic discussion marked a significant step toward creating a more inclusive and equitable education system for all Ghanaian learners.

Key takeaway was building a better future.

The session highlighted several vital areas for improvement such as inclusive educational materials by embedding inclusivity in traditional materials to cater to every child, regardless of ability.

It also touched on re-entry policy through supporting students, especially girls, who face educational disruptions.

Special needs devices thus government support for devices to empower students with disabilities.

It also focused on awareness creation by educating stakeholders about the existing inclusive education policy and teacher training through a consistent approach and support for teachers to implement inclusive education.

The call for government support to purchase special needs devices aims to enhance the learning experience for students with disabilities.

This aligns with the Inclusive Education Policy, which recognizes the varied learning needs of learners.

Teachers play a vital role in practicing and implementing inclusive education in classrooms.

Consistent teacher training and support are essential to ensure educators are equipped to provide inclusive education.

The National Gender Policy and the Education Strategic Plan 2018-2030 also demonstrate the government’s commitment to inclusive education.

According to him on Joy Prime’s Prime Morning show, many teachers in Ghana are inadequately prepared to meet the diverse needs of students with disabilities, posing a major challenge to the implementation of inclusive education policies.

“Teachers are the backbone of any educational system. Without proper training in special needs education, they cannot effectively support and teach students with diverse learning requirements,” Prof. Hayford stated.

He emphasised that the practical execution of the policy remains fraught with obstacles due to the gradual decline of specialised training for teachers.

Additionally, Prof. Hayford highlighted that many teachers in Ghana are inadequately prepared to meet the diverse needs of students with disabilities, posing a major challenge to the implementation of inclusive education policies.

He also pointed out that, the majority of Ghanaian teachers have not received sufficient training to handle the complexities associated with inclusive education.

“Inclusive education is not just about physical access to schools; it’s also about fostering an environment where every student feels valued and supported. This starts with teachers who are well-equipped to address the unique needs of all students.”

Prof. Hayford called for continuous professional development programmes to keep teachers updated on best practices and emerging trends in special education.

The Inclusive Education (IE) Policy is based on the value system, which holds that all persons who attend an educational institution are entitled to equitable access to quality teaching and learning, which transcends the idea of physical location but incorporates the basic values that promote participation.

Despite the government’s commitment to complete enforcement of the policy, individuals in society have made it more challenging by stigmatising the victims.