Inclusive early childhood education (IECE) represents a key policy and practice implementation that facilitates the education and socialisation of all children with and without disability and special educational needs in Ghana. Despite the development of IECE through Government commitments to both inclusive education (IE) and early childhood education (ECE); and as educational goals being realised, little research exists locally on IECE implementation and change practice.
The study utilised a qualitative interpretive multiple case study approach to investigate how IECE is being implemented in Ghana. Semi-structured interviews were conducted with 16 teachers and five headteachers of four early childhood learning centres and schools, and six senior education officials. Thematic data analysis results revealed differing understandings of IECE. What also emerged strongly in this study is that children’s human rights and economic benefits are fundamental moral purposes that frame IECE policy and change implementation. IECE presented valued outcomes for all children, and benefits for teachers and parents. Education officials and headteachers demonstrated high expectations for IECE, which were partly met as some headteachers and teachers reported the use of effective pedagogical and organisational IECE practices, and demonstrated effective teacher quality and dispositions that supported IECE practice. The expected and reported practices appear to be related to attitudes and beliefs about children with disability. Shared leadership was viewed as an indispensable component of IECE. Teacher training and PD were considered insufficient for IECE while other essential support was desirable for IECE practice. Self-learning and partnership programs with some universities served as additional training and learning opportunities for some teachers and headteachers in an IECE setting.