The Deputy Minister of Education, Dr. Clement Apaak, has acknowledged that despite significant efforts by successive governments to promote inclusive education for Persons with Disabilities (PWDs), substantial gaps remain in implementation.
Speaking on the floor of Parliament during the commemoration of the 2025 National Day of Persons with Disabilities, Dr. Apaak highlighted persistent challenges, including inaccessible infrastructure, inadequate teacher training, and societal stigma.
“Many children with disabilities remain out of school,” he stated. “Numerous schools lack accessible infrastructure. Teachers are often untrained in inclusive methodologies, and data on children with disabilities remains fragmented or non-existent, making it difficult to plan and allocate resources effectively.”
He further emphasized that attitudinal barriers, particularly in rural areas, continue to exclude thousands of children with disabilities from education and meaningful societal participation.
To address these gaps, the government, through the Ministry of Education, has prioritized the development of specialized curricula for students with disabilities.
He noted that the Honourable Minister for Education, Haruna Iddrisu, announced the creation of a mathematics curriculum tailored for visually impaired students to enhance their access to STEM (Science, Technology, Engineering, and Mathematics) education. Additionally, work is underway to establish a Ghanaian Sign Language Curriculum to support deaf and hearing-impaired learners.
These initiatives align with this year’s theme for the National Day of Persons with Disabilities: “Advancing Inclusion through Education.” The Ghana Federation of Disability Organisations (GFD) commemorates the day annually on June 23rd, reinforcing the constitutional and moral obligation to ensure equitable education for all.
Dr. Apaak reiterated Ghana’s commitment to inclusive education under Section 18 of the Persons with Disability Act (Act 715, 2006) and Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), ratified in 2012.
These frameworks mandate an education system that is integrated, accessible, and empowering.
The Ministry of Education has already implemented the Inclusive Education Policy (2015), established Special Education Units across districts, and invested in Braille and sign language materials. Additionally, inclusive education practices are being incorporated into teacher training programs to equip educators with the necessary skills.
Despite progress, Dr. Apaak urged stakeholders—including policymakers, educators, and civil society—to intensify efforts in removing barriers to education for PWDs. “Inclusion is not just about policies; it is about changing mindsets and ensuring every child, regardless of ability, has the opportunity to learn and thrive,” he asserted.
Source: A1Radioonline.com|101.1Mhz|Moses Apiah|Bolgatanga
