Managing inclusive education reform as organisational change: a Process–Culture Alignment Model from Ghana

Although Ghana has adopted policies supporting inclusive education, translating policy into school-level practice remains uneven, particularly for learners with visual impairment. This qualitative multiple-case study examined how three inclusive Ghanaian basic schools managed inclusive education as an organisational change process. The study included 18 school leaders, teachers, resource personnel, and support staff participated. Data were generated through semi-structured interviews, non-participant observations, and document review. Analysis followed a hybrid thematic procedure: coding was inductive and grounded in data, after which the within-case and cross-case themes were interpreted through Kotter’s process logic and Fullan’s cultural drivers. Four mechanisms were identified: institutionalising inclusion as work; building capacity through context-embedded micro-professional development, peer observation, and co-planning; distributing leadership while using light data and feedback loops; and mobilising resources through partnerships and barrier removal. Across the cases, inclusive practices were more stable when processes – planning, professional learning, monitoring, and resource allocation – were aligned with collaborative cultures, shared responsibility, and a sense of belonging. The study proposes a Process–Culture Alignment Model and derives design principles for schools and systems operating under resource constraints. The model offers a mid-range explanation of how policy intent can be translated into routines, while generating propositions for testing in low-resource settings.