Provision of Accommodations for Children with Learning Disability within the Ghanaian Basic School environment: Balance between Educational Equity and Preparation to Thrive. write a background of study

The background of the study on the provision of accommodations for children with learning disabilities within the Ghanaian basic school environment is rooted in the global commitment to inclusive education. This commitment is reflected in various international conventions and declarations, such as the Salamanca Statement and Framework for Action on Special Needs Education (1994), which Ghana is a signatory to.

In Ghana, the education system has been undergoing reforms to ensure that it is inclusive and caters to all children, including those with learning disabilities. However, the implementation of these reforms has been fraught with challenges. These challenges range from inadequate resources, lack of trained personnel, and societal attitudes towards children with learning disabilities.

Despite these challenges, there is a growing recognition of the need to provide accommodations for children with learning disabilities within the Ghanaian basic school environment. This recognition is based on the understanding that these children have the same right to education as their peers without disabilities. Furthermore, providing these accommodations is not only about ensuring educational equity but also about preparing these children to thrive in society.

However, there is a gap in the literature on how these accommodations are being provided in the Ghanaian context and whether they are effective in ensuring educational equity and preparing children with learning disabilities to thrive. This study aims to fill this gap by examining the provision of accommodations for children with learning disabilities within the Ghanaian basic school environment.