Description

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.