The policy dialogue aimed to identify and agree on gaps affecting the meaningful development of the implementation and action plan of innovative pedagogies.
The workshop brought together national, school community and classroom stakeholders to provide a platform to discuss findings and identify gaps in the application of inclusive, engaging and adaptive (IEA) pedagogies. in schools.
It was also to present the findings of the desk review at the first policy dialogue held in April this year, while providing the opportunity to co-create an action plan for implementation.
Speaking at the workshop, the Director General of the Institute of Educational Planning and Administration (IEPA) at the University of Cape Coast (UCC), Dr Michael Boakye-Yiadom, noted that there seems to be a misunderstanding and insufficient knowledge of the characteristics of learners with disabilities.
According to him, it had been assumed that many teachers had a good idea of who they are, how they work and how to support them.
He said his team realized that data on children with disabilities was limited and noted that we needed the commitment of teachers, community, school and church leaders as well as parents. .
“It was a holistic approach that we were asking for, we all have a role play, and these are our children,” he added.
Dr Boakye-Yiadom said children who have different abilities should be supported to succeed in the country.
According to Dr Boakye-Yiadom, there are policies in the education system that support children with disabilities, but said there are challenges in implementing them.
He explained that when it comes to the implementation of these policies, there are a lot of gaps because some of the implementers have limited knowledge of what is expected of them.
He said that with inclusive education, transformation should be inclusive, equitable and cover everyone, including children with disabilities.
Dr Boakye-Yiadom therefore called for commitment at all levels of education to children with disabilities.
Professor Rosemary Bosu of the Education Commission said ‘action area 2 of the Save Our Future white paper’ strives to seek equity in education for all students, including girls , children with disabilities, poor and rural communities, displaced children and children in conflict and other marginalized groups.
She said that to achieve equity for all marginalized populations, education systems should examine their teaching pedagogies to meet the needs of all learners, adding that “improving teaching practices is an opportunity to strengthen learning outcomes and other skills”.
She declared that education was a force for sustainable development, nation building and peace, saying that; children and youth who learn skills such as reading, writing or numeracy were more likely to have a better future than their peers who lacked these skills.
