INCLUSIVE EDUCATION POLICY AND ITS IMPLEMENTATION AT THE LOCAL LEVEL: INSIGHTS FROM KRACHI WEST MUNICIPAL ASSEMBLY, GHANA

Abstract

This study provides empirical evidence of the implementation of inclusive education policy at the local level in Ghana. Using a quantitative approach and survey questionnaire, the study gathered data from 150 participants including school administrators, students, parents, and teachers who were sampled through convenience and purposive sampling techniques. The Critical Disability and Intergroup Theories were employed to ground the study and guide the analysis. The results of the statistical analysis show that inclusive education at the local level is sustained by determinants such as effective leadership, political commitment, availability of resources, and positive cultural attitudes. The study also highlighted stakeholder collaboration and public advocacy as pillars of inclusive education policy implementation. Further, a strong positive correlation was observed between inclusive education and variables such as social and emotional support (r=.877**; p=.000), staff training and development (r=.873**; p=.000), accessible school facilities (r=.902**; p=.000), flexible curriculum (r=.855**; p=.000), and availability of material and financial resources (r=.857**; p=.000). Finally, the study underscored persistent challenges associated with the implementation of the policy including the absence of community and stakeholder engagement, unclear policy goals, negative cultural attitudes, and infrastructural deficits. The study concludes with a recommendation for immediate interventions and a renewed approach to address systemic gaps in policy formulation and implementation processes for successful inclusive education outcomes at the local level.