BARRIER-FREE EDUCATION FOR ALL: INVESTIGATING STAKEHOLDER PERCEPTIONS AND CHALLENGES IN GHANAIAN UNIVERSITIES

Abstract

Persons with disabilities (PwD’s)in Ghanaian universities, who constitute less than 3% of student enrollment, face many challenges despite the presence of enabling policies that lack effective implementation. This study investigates the perceptions of key stakeholders on the current state of barrier free education for all in Ghanaian universities and the effects of the prevailing ideological and socio-political values on understanding and implementation of inclusive campuses, as enshrined in the sustainable development goals 4 and 11 advocating for quality education for all in an inclusive built environment. A qualitative case study methodology was employed, involving interviews, observations, and focus group discussions with stakeholders across three purposively sampled universities in Ghana. The research aimed to enhance accessibility and inclusion in higher education settings by exploring stakeholder perceptions. Findings reveal that architectural education plays a crucial role in shaping a barrier-free built environment, highlighting the need for disability-friendly policies and cultural shifts. The study also uncovers inconsistencies in stakeholder awareness across campuses, underscoring the importance of targeted sensitization campaigns. Furthermore, the integration of smart technologies is identified as a key factor in improving accessibility, alongside the need for clear policy frameworks to ensure consistent implementation. Further, quantitative data analysis revealed that over 70% of respondents acknowledged the inadequacy of current infrastructure in supporting PwDs, while 65% emphasized the necessity of policy reforms. The study’s implications suggest that addressing these issues will significantly improve inclusivity in higher education and contribute to broader accessibility reforms in Ghanaian universities.