Oppong, A.M., Swanwick, R. orcid.org/0000-0001-5482-6009 and Fobi, D. orcid.org/0000-0002-0538-8732 (Cover date: January 2024) Educational inclusion of deaf children: current policy, practices, and future possibilities. Journal of Deaf Studies and Deaf Education, 29 (1). pp. 72-80. ISSN 1081-4159
Abstract
This paper examines policies and practices of inclusive education for young deaf children in Ghana. Though existing Government policy promotes the principles and implementation of educational inclusion of all children in Ghana, caregivers often encounter significant challenges ensuring access to early years’ education for their deaf children. We used Bronfenbrenner’s (2005) bioecological systems theory and interviewed 15 educators of deaf children and 9 hearing-health clinicians, to capture different knowledge, experience, and perspectives on policy, practice, and inclusive approaches to deaf children’s education. We ask: (a) How do teachers, clinicians, and caregivers connect to promote early childhood care education (ECCE) for young deaf preschoolers in Ghana? and (b) What resources and precarities are available to educators of deaf children and hearing-health clinicians in sustaining inclusive educational practices across urban and rural contexts in Ghana? We address these unanswered questions about the potential pathway to bring about changes in policy and practice in promoting successful inclusive education for deaf children in Ghana. Implications for national and international policy and practice of ECCE for deaf children are discussed and recommendations are made.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © The Author(s) 2023. Published by Oxford University Press. All rights reserved. This is an author produced version of an article published in Journal of Deaf Studies and Deaf Education. Uploaded in accordance with the publisher's self-archiving policy. |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Funding Information: | Funder Grant number British Academy ECE190031 |
Depositing User: | Symplectic Publications |
Date Deposited: | 13 Sep 2023 14:19 |
Last Modified: | 10 Sep 2024 00:13 |
Status: | Published |
Publisher: | Oxford University Press |
Identification Number: | 10.1093/deafed/enad033 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:203302 |