An Evaluation of the University of Ghana’s Disability Policy from Staff and Student Perspectives
Keywords:
Disability Policy, University of Ghana, Disability Strategies, Inclusive EducationAbstract
While the majority of disability literature focuses on the Global North, many individuals with long-term or recurrent disabilities that significantly affect their prospects of being admitted to Ghanaian postsecondary (called tertiary) schools face restrictions on their options, discrimination, or exploitation. This study examines the University of Ghana’s 2019 Disability Inclusion Strategy Policy in relation to inclusive education, culture, and health. In order to establish the foundation for sustained and paradigm-shifting advancement on disability inclusion at the University of Ghana, this study aims to critically evaluate the obstacles, impacts, and efficacy of the university’s disability policy. The aim of the study was to determine the extent to which the policy has been implemented and to pinpoint the elements that either facilitate or impede its effective execution. Key findings show a high participation rate in higher education in Ghana, but also misrecognition, constraints, frustration, and exclusion of students’ agency, advocacy, and attainment in university education.
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