Inclusion in Education

Perspectives from Ghana
Erscheinungsjahr 2025
ISBN: 978-3-032-05452-4
Verlag: Springer

Buch, Englisch, 333 Seiten, Format (B × H): 183 mm x 260 mm, Gewicht: 850 g

Reihe: Sustainable Development Goals Series

The book presents a practice-based conceptual analysis of enabling frameworks for inclusion in education within the Ghanaian schooling context. In this book, multi-sectoral, multi-perspectival and cross-sectional reflections are made about the understanding and conceptualisation of the notion of inclusion in education, the challenges experienced during operationalisation, and the implementation of the process with a view to enablement of inclusive teaching, learning and learner support practices. Therefore, this book brings intersectionality between the experiences of various scholars, who have vast but different experiences. It presents a comprehensive conceptual framework for inclusion in education in the Ghanaian context while drawing parallels from regional and international experiences. This book is intended for practitioners, administrators, teachers, school leaders, curriculum developers, planners, and policymakers.

Zielgruppe

Research

Autoren/Hrsg.

Hlalele, Dipane

Mohammed, Awudu Salaam

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

Part 1:  Understanding inclusion and diversity in education in Ghana.-  Chapter1.  Inclusion, Culture and Religion -  Chapter 2.  Ubuntugogy, Tensions and Prospects for Inclusion -  .- Chapter 3.  C elebrating Diversity: A Search for Inclusion -  Chapter 4.  Teacher Education for Inclusion - Teacher Professional Development for Inclusion - Inclusion for Marginalised Vulnerable Groups -  Part 2:  Challenges of inclusion in education in Ghana.-  Chapter 7.  Gender and Disability Perspectives -  .- Chapter 8.  Universal Access in Schools -  Chapter 9.  Teaching for Social Inclusion -  Chapter 10.  Assessment Concessions for Learners with Disabilities -  Chapter 11.  Inclusive Assessment Practices -  Chapter 12.  Transformation to Inclusive Teaching and Learning -  .- Part 3: Enactment of Inclusion in Education in Ghana.-  Chapter 13.  Inclusion and Dynamics of Cultural Diversity -  Chapter 14.  Enactment of Inclusion in High Schools -  Chapter 15.  Inclusion in Early Childhood Education -  Chapter 16.  Inclusion of Students with Disabilities in Higher Education Institutions -  Chapter 17.  Engaging Communities for Inclusion - Engaging Parents for Inclusion - Inclusion inRural Schools: Complexities and Enablers - 

Über Autor(innen)

Dipane Hlalele is a full professor of Education at the Sol Plaatje University (SPU), South Africa. He is a C2 NRF rated researcher (2022-2027) who appears in the World Top 100 Education Scientists in South Africa, (2022, no. 92), (2024. no. 61) and Africa (2024, no. 87), according to the AD Scientific Index. He currently sits on the editorial board of the Journal of Educational Studies (JES) as well as the Australian and International Journal of Rural Education (AIJRE). He has co-edited two books, i.e.,

Awudu Salaam Mohammed worked at Ghana Education Service in Mampong Municipality as a second cycle coordinator responsible for monitoring and supervision and now a full time Lecturer at Bia Lamplighter College of Education, Debiso, Ghana. He is also a part-time lecturer at the College of Distance Education, University of Cape Coast, Ghana, and Ghana Muslim Mission College of Education, Beposo Ashanti, Ghana. Dr. Salaam's teaching and research experience spans over 13 years, focusing on inclusive education, early childhood education, and educational leadership. He has written and published extensively in these topics for national and international audiences and readership. He is also a member of the National Association for the Education of Young Children (NAEYC). He has contributed to writing two books, i.e., Hlalele D & Makoelle, T.M. (Eds). 2023. Inclusion in Southern African education: Understanding, challenges and enablement, Springer Nature, and Senol, H. (Ed.). (2024). Recent Perspectives on Preschool Education and Care, IntechOpen.