A new dawn for special needs education in Ghana

The recent announcement by the Minister of Education, Haruna Iddrisu, signalling the request for a GH¢65 million allocation from the Ghana Education Trust Fund (GETFund) for special needs education marks a promising step towards inclusivity in Ghana’s education sector.

This initiative, aimed at supporting over 9,000 students with diverse disabilities across the country, demonstrates a clear government commitment to addressing the historical neglect of learners with special needs.

Education is the bedrock of personal development and societal progress. Yet, for decades, students with disabilities in Ghana have faced systemic challenges that have limited their opportunities. From inadequate infrastructure and limited access to assistive devices to underfunded schools, the barriers have been substantial.

The proposed GETFund allocation is, therefore, not just a financial measure; it is a statement of intent that these learners deserve the same quality of education as their peers.

Mr Iddrisu’s announcement during the stakeholder engagement with Heads of Special and Integrated Senior High Schools in Accra underscores the significance of consultation in shaping policy. This first-of-its-kind meeting reflects a recognition that sustainable reform cannot be top-down but must be informed by the experiences of educators, administrators, and experts directly involved in special needs education.

Gathering data, conducting cost analyses, and obtaining expert insights will ensure that the Cabinet Memo to the President is comprehensive and capable of guiding transformative policy decisions.

Importantly, the proposed reforms go beyond a one-time injection of funds. The vision includes an annual allocation of GH¢100 million, a move toward a predictable and sustainable funding model that will relieve schools from the chronic financial uncertainty that has long hampered their operations.

The consideration to double the per-student grant from GH¢8 to GH¢15 per day is also a commendable step, acknowledging the higher costs associated with supporting learners with disabilities.

Government’s commitment extends beyond financial support. Mr Iddrisu highlighted plans to upgrade infrastructure, enhance school accessibility, and provide modern assistive devices, ensuring that special needs students can learn in environments conducive to their unique requirements.

Additionally, extending free tertiary education to persons with disabilities represents a monumental stride in widening educational access from basic to tertiary levels, ensuring continuity in learning opportunities.

For Ghana, this initiative is more than a policy adjustment; it is a reaffirmation of the country’s commitment to equity and inclusion. By prioritising the education of learners with disabilities, the government is investing in a future where no child is left behind due to circumstances beyond their control.

The Ghanaian Times believes the proposed reforms, if effectively implemented, will not only transform the lives of thousands of students but also enrich the nation as a whole by nurturing the talents and potential of all its citizens.

The challenge now lies in execution. Adequate monitoring, accountability, and continuous stakeholder engagement will be crucial in translating these policy intentions into tangible outcomes. But with clear political will, strategic planning, and sustained funding, Ghana can indeed set a benchmark for inclusive education in Africa.

The GH¢65 million request is more than numbers on a page; it is a lifeline for special needs students—a step toward justice, equity, and opportunity. Ghana has the chance to turn the long-standing vision of inclusive education into reality, and it must seize it without hesitation.

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