Inclusive Education Practices in Early Years for Young Ghanaian Children With Disabilities

This paper explores inclusive education practices for infants and young children with disabilities in Ghana, within the context of national policies and global frameworks such as the UN Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals. Despite legal and policy advancements such as Persons with Disability Act (2006) and Inclusive Education Policy (2015), Ghana still faces persistent challenges in achieving inclusive early childhood education. These include cultural stigmas, inadequate infrastructure, limited professional capacity, and fragmented implementation efforts. The study traces the historical, cultural, and political evolution of early childhood special education, analyzes current programs and practices, and highlights research and monitoring gaps. Drawing on both policy and empirical literature, the paper identifies systemic inequities and proposes strategies to address barriers to inclusion. Key recommendations include strengthening cross-sectoral collaboration, expanding teacher preparation and support, increasing resource investment, enhancing research and evaluation capacity, and fostering community engagement. The paper contributes to the global discourse on inclusive early childhood education from a non-WEIRD (Western, Educated, Industrialized, Rich, Democratic) perspective and offers actionable insights for policymakers, practitioners, and researchers working to advance educational equity in Ghana.