Opening the doors of higher education to students with learning disabilities: Lessons from Lancaster University Ghana

There is a universal recognition of the right to education without conditions, regardless of the state of the beneficiary. Higher education institutions recently have embraced the idea of inclusive learning. Yet few have committed to restructuring educational systems to truly accommodate persons with learning disabilities. In this paper we attempt to share our experience in handling students with learning disabilities studying alongside mainstream students. The method is phenomenological, with authors sharing their experiences dealing with students who have cognitive diversity and learning disabilities. The findings show that given the opportunity, students with learning disabilities could achieve academic success alongside mainstream students. However, such success could only be attained through deliberate planning where the needs of disabled students are factored into curriculum designing with special facilities and offices dedicated to supporting the students. It is recommended that educational institutions and national accreditation authorities collaborate to create special dispensation for students with cognitive differences during curriculum design and accreditation.