Beyond Teacher Competencies: A Position Statement on Meeting the Needs of Neurodevelopmental Disorders in Inclusive Classrooms in Ghana

Abstract

Inclusive education stands as a beacon of progress in ensuring the holistic development of children with neurodevelopmental Disorders.  Ghana has made significant strides in promoting inclusive education through the inclusive education policy developed in 2015. Central to  the successful implementation of inclusive education is the attitude and competence of teachers in managing children with special needs.  Notable progress has been observed among teachers, reflecting a growing recognition of the importance of inclusive practices  and a willingness to embrace diversity within the classroom. Yet, the journey toward successful policy implementation is fraught with  substantial institutional challenges, such as inadequate resources and curriculum rigidity. This paper contends that addressing the  complexities of inclusive education demands a comprehensive strategy that extends beyond the realm of teacher attributes alone.  Recognising that the barriers to inclusive education in Ghana are multifaceted and encompass various systemic, environmental, and  attitudinal factors is imperative. This paper emphasises the imperative for a multidimensional approach that extends beyond the teacher.