Chance for Childhood Urges More Funding for Inclusive Education in Ghana

General News of Tuesday, 8 September 2026 Source: Webbers Choice 2026-09-08 « Prev Next » Comments (0) Listen to Article Richard Opoku, the Country Representative and Safeguarding Lead at Chance for Childhood, has urged the government to increase funding for Ghana's Inclusive Education Policy. This policy aims to ensure children with disabilities and special educational needs can participate in mainstream education. He noted that inadequate funding is a significant barrier to effective policy implementation. The government introduced this framework in 2015 to promote inclusive education across the country. Mr. Opoku made these remarks during a Media Workshop on Disability and Inclusive Education at the British Council on September 8. He emphasized that Chance for Childhood is dedicated to providing every child, regardless of ability, with learning opportunities. 'Every child is different and learns differently,' he stated. He explained that their work focuses on creating an educational environment where children with special needs can access learning and participate meaningfully. Although Ghana took a crucial step by introducing the policy in 2015 through the Ministry of Education, its success relies heavily on adequate resources. 'The main challenge is with implementation due to inadequate funding,' he said. He appealed for an upward review of the budget allocation for inclusive education. Currently, funding remains below one percent of the overall education budget, limiting support for children with disabilities. 'We urge the government to consider increasing this allocation,' Mr. Opoku said. He suggested raising it to at least two percent to facilitate critical interventions like teacher training and appropriate materials. Adequate investment would create conditions where children with various disabilities could learn alongside peers in mainstream schools. 'This will ensure all children can participate and learn,' he added. Mr. Opoku also highlighted the need for greater support for teachers working with children requiring special assistance. Continuous capacity building is essential so teachers can effectively meet diverse learner needs. 'For teachers supporting children with disabilities, continuous training is vital,' he said. Beyond professional development, teachers should also receive recognition and motivation for their efforts. Motivation does not have to be solely financial; other forms of recognition are important too. 'There are many ways we can motivate dedicated teachers,' he noted. A key focus of the media workshop was journalists' role in shaping public understanding of disability issues. Mr. Opoku stressed that media representation significantly influences perceptions of persons with disabilities. The way disability-related stories are reported can either reinforce stereotypes or foster inclusivity. He pointed out that images used in reports and language choices impact public attitudes toward disability. 'Media narratives about disabilities can strengthen stigma or build an inclusive society,' he stated. He encouraged journalists to report on disability issues sensitively and knowledgeably. Responsible reporting could challenge misconceptions and reduce stigma surrounding disabilities while ensuring concerns receive attention in national discussions. Mr. Opoku emphasized that achieving inclusive education requires collective effort from various sectors, including schools, government bodies, civil society organizations, NGOs, corporate institutions, media outlets, and the public. 'Inclusive education is everyone's responsibility,' he asserted. The media engagement aimed to enhance journalists' understanding of disability issues so they could promote inclusion through their platforms effectively. 'The goal was to strengthen our collective understanding about disability and inclusive education,' he explained further regarding the event's purpose. He called for broader recognition of teachers who strive to include children with disabilities in education systems. 'Everyone must play a role in motivating these dedicated educators,' he concluded. Comments: This article has no comments yet, be the first to comment