Providing a quality inclusive education is the foundation to improving quality of life for young people with learning differences and disabilities.
The reasons for poor quality inclusive education and universal design for learning are due to inadequately trained teachers, poor conditions of schools and equity issues related to opportunities provided to young people with learning differences and disabilities. For quality inclusive education to be provided to young people with learning differences and disabilities, investment is needed in education managers, head teachers, and teacher training workshops on learning differences and disabilities and quality inclusive practices.
CLED Ghana is in support of the Sustainable Development Goal 4 Target 4.C: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small-island developing States.
We also support the implementation of the Ghana’s Inclusive Education Policy.
Therefore CLED Ghana
• Trains head teachers and teachers in identification of children with learning differences and disabilities, Universal Design for Learning and other research-based pedagogical approaches for teaching young people with learning differences and disabilities in inclusive classrooms.
• Conducts workshops for education managers, head teachers and teachers on Ghana’s Inclusive Education Policy for quality delivery of Inclusive Education.
• Develops and distributes toolkits to educators and schools for managing young people with learning differences and disabilities as well as adaptations for inclusive education.