Data from a randomised control trial evaluation of an innovative early childhood development intervention implemented in northern Ghana by Ghana Education Service (GES), the implementing arm of the Ghanaian Ministry of Education, have been used to identify (i) the categories of disabilities in public kindergarten (KG) classrooms; (ii) the attitude of headteachers towards the inclusion of learners with disabilities in those classrooms; and (iii) factors accounting for inclusion.
Using a quantitative approach, a structured interview was administered to headteachers from 305 government basic schools. The study found that although headteachers generally agree that children with disabilities have skills, can make friends, and should learn with other children, 76% of headteachers report that no children with disabilities attend their school and a third of these headteachers are aware of children with disabilities in their community who are not enrolled.