Early identification and intervention of children with special educational needs: Views of teachers and parents

Abstract Early identification and intervention for children with special educational needs (SEN) are vital for their educational success and development. This study explores the experiences of teachers and parents about early identification and intervention for children with SEN in the Cape Coast Metropolis using a qualitative approach. Findings reveal challenges such as limited access to assessment centres, financial constraints and insufficient teacher training, while opportunities include teacher observation techniques, parental awareness and community engagement. Additionally, inadequate resources, placement difficulties and limited training hinder early intervention; yet individualised learning support and collaboration offer solutions. The study highlights the need for increased investment in assessment centres, teacher training and policy reforms while emphasising the importance of collaboration among educators, healthcare professionals and policymakers for inclusive education.