Teachers and educational officials’ perspectives on the health and educational challenges of children with disabilities in primary schools in Effutu Municipality, Ghana

Abstract Background Children with disabilities (CWD) are more likely to experience poor health and be excluded from quality education. Yet, few studies have examined these challenges from the viewpoint of teachers and educational officials. This study therefore explored teachers’ and educational officials’ perspectives on the health and educational challenges faced by CWD. Methods This study used a qualitative research design involving thirteen (13) participants, specifically, seven teachers from special education schools, three from inclusive schools, and three educational officials from the Effutu Municipal Education Directorate. The study conducted in-depth interviews with participants and analysed their narratives thematically. Results The study found hearing impairment to be the most common disability among learners. Disability screening was conducted for learners at the point of admission and supplemented by periodic medical examinations during the academic year by expatriate therapists. Moreover, CWD experienced both health- and education-related challenges, such as unfair treatment at health care facilities, emergence of co-morbidities, stigma and discrimination, and denial by parents about their children’s disability status, which delays timely interventions for the well-being of these vulnerable children. Furthermore, CWD had limited access to assistive technologies to support their learning. Conclusion The study underscores the need for policymakers and educators to address health and educational constraints, such as unfair treatment in health facilities and limited assistive technology to support learning, that hinder CWDs’ effective participation in learning and society at large.