Ghana's special schools face a critical shortage of specialized teachers, with 70% of current educators lacking the necessary training. The Conference of Heads of Special Schools (COHESS) has urged the government to implement stronger incentives. These incentives would attract, train, and retain qualified personnel for schools catering to students with disabilities.
This significant deficit means most teachers require additional training to effectively support students with unique educational needs. The absence of specialized skills, such as sign language and Braille, directly impacts the quality of education provided. It also creates a substantial barrier for learners with intellectual and developmental disabilities.
The issue highlights a broader challenge within Ghana's education sector concerning inclusive learning. While the government has made efforts, such as offering free tertiary education for eligible students with disabilities, the human resource gap remains a major concern. This situation threatens to undermine progress towards equitable educational opportunities for all Ghanaian children.
Rosaline Fimpomaa Adjepong, National Chairperson of COHESS, emphasized the severity of the problem. She stated that experienced special educators are leaving the system. She noted that regular teachers take considerable time to learn essential communication methods like sign language or Braille. This delay directly affects the educational progress of students.
Ms. Adjepong also highlighted the scarcity of allied health professionals in special schools. These professionals include speech therapists, occupational therapists, and physiotherapists. Their absence further limits the comprehensive support available to students with intellectual and developmental disabilities. This lack of integrated support hinders holistic development for these vulnerable learners.
COHESS presented these concerns at its 43rd Annual Conference, calling for immediate government intervention. The organization stressed that without proper motivation and support, the quality of special education will continue to decline. This decline would have long-term consequences for students with disabilities and their families.
Professor Smile Gavua, Deputy Director-General of the Ghana Education Service (GES), responded to COHESS's concerns. She assured the conference that the GES is committed to addressing the staffing challenges. Professor Gavua stated that the GES would provide necessary resources and improve the recruitment of persons with disabilities into the education system. This commitment aims to create a more inclusive learning environment.
The GES also plans to employ more persons with disabilities within the education system. Professor Gavua explained that this initiative would provide positive role models and mentors for children with disabilities. Such representation could significantly enhance the learning experience and social integration of students. COHESS now awaits concrete actions from the GES to bridge the staffing gap and improve learning outcomes.