Opoku‐Nkoom, I. and Ackah‐Jnr, F.R. (2023) Investigating Inclusive Education in Primary Schools in Ghana: What Inclusive Cultures, Environment, and Practices Support Implementation? Support for Learning, 38, 17-36.
https://doi.org/10.1111/1467-9604.12435

has been cited by the following article:

• TITLE: Implementing Ghana’s Inclusive Education Policy in Basic Schools: Leadership Challenges and Practical Strategies for Headteachers

  AUTHORS: Lydia Ama Fuah Hayford, James Asare

  KEYWORDS: Inclusive Education, Inclusive School Leadership, Headteachers, Ghana Basic Schools, Community Engagement, Children with Disability

  JOURNAL NAME: Open Access Library Journal, Vol.12 No.12, December 29, 2025

  ABSTRACT: This article examined the implementation of Ghana’s 2015 Inclusive Education Policy in basic schools, focusing on the leadership role of headteachers. Drawing on international frameworks such as Salamanca and the Convention on the Rights of Persons with Disabilities (CRPD), national policy documents, and empirical literature from Ghana, the paper analyzed key challenges, including limited resources, inadequate teacher preparation, infrastructural barriers, rigid curriculum and assessment systems, and weak stakeholder collaboration, across rural and urban contexts. Using a rights-based and inclusive leadership lens, it argued that headteachers are pivotal in translating policy into practice through vision-setting, culture-building, capacity development, resource mobilization, and community engagement, yet they are faced with significant challenges. The article concluded with practical, context-sensitive strategies for headteachers and implications for leadership training and policy support to advance inclusive, equitable basic education in Ghana.