Teachers’ experiences with inclusive education in the Ashanti region of Ghana

Background: The literature on inclusive education shows that teachers greatly influence experiences education outcomes of people with disabilities and that support is needed from the government in order for them to be better able to do this. Purpose: This thesis seeks to investigate how the experiences of teachers and the culture of the Ghanaian society enhance disabling conditions regarding the education of citizens with disabilities. Method: This study utilized a qualitative approach and a review of existing literature on the history and culture of Ghana and the Ashanti Region. Six participants were employed in both private and government educational institutions in this study. Data analysis was performed manually by the researcher regarding influences on the parameters of education for people with disabilities and this group experience disablement in schools. Education was found to be a protective factor of persons with disabilities. Findings: The results of this study show that cultures of Ghana, attitudes and experiences of teachers have major influences on the parameters of education for people with disabilities. Conclusion: By fighting disabling cultural beliefs, discrimination and lack of accessibility within the society, individuals with disabilities may have the advantage to contribute significantly to society through their education. ; October 2020