Supporting Learners with Neurodevelopmental Disabilities: Mixed Method Evidence on the Use and Accessibility of Technology-Enabled Tools for Screening, Individualised Education Planning and Remote Supervision in Ghana

Résumé fourni par la source

Despite the growing global call for inclusive education, neurodivergent learners in low-resource contexts, such as Ghana, frequently face significant barriers, including delayed screening and inadequate individualised support. This study focuses on documenting inclusive teaching practices, access and use of technology-enabled tools for screening, individualised education planning and remote supervision for teachers to support learners with neurodevelopmental disabilities across three urban school clusters in the Greater Accra Region of Ghana. A mixed methods approach was used, combining structured questionnaires administered to 202 school-based respondents (classroom teachers, headteachers and special educators), and qualitative insights from Focus Group Discussions with national-level Special Education Division staff of the Ghana Education Service. Findings highlight significant deficits in current inclusive practices. The majority of participating schools (71.3%) reported that learners are not routinely screened for neurodevelopmental disabilities. Furthermore, while the respondent pool consists mostly of experienced teachers (over 50% with 11-38 years of experience), a large majority (80.7%) reported having no formal, specialised training in special needs education. This evidence highlights persistent challenges in screening inconsistency, underdeveloped remote support systems and low teacher familiarity with Universal Design for Learning principles, all of which constrain effective inclusive education. These data provide a robust, context-specific foundation that confirms critical gaps in professional preparation and operational practice for inclusive education, and the findings are relevant to the Ghanaian context and beyond

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