Transforming minds, attitudes and practice cultures in special needs services provision and education of children with intellectual disability in Ghana: A pragmatic epistemic study

Abstract Although inclusive education has progressed in line with international policy and practice, special education schools (hereafter, special schools) continue to offer dedicated services to enhance the cognitive, social and health outcomes of learners with disability, particularly those with intellectual disability (ID). This pragmatic epistemic study examined the services, professionals, challenges and ways to support learners with ID and enhance their education and social inclusion. Data from 52 participants ( n = 24 teachers and n = 28 parents) in Ghana were quantitatively and qualitatively analysed. Results show that although different special needs services were available to learners with ID in special schools, their provision faces challenges such as negative attitudes, inadequate personnel and limited funding. Increasing personnel, adequate funding and active parent engagement were the topmost enablers of quality special needs services. The qualitative findings suggest mainly that positive attitudes and mind change from all stakeholders are crucial and have cross‐cutting influence on the services provided, education and social inclusion of learners with ID in special and general education schools. The paper claims that the education and social inclusion of children with ID is about positive practice cultures that encourage quality services and instruction, and not the setting per se, whether segregated or inclusive.