Sustainability of Inclusive Education and COVID-19: Perspectives of Teachers and Parents of Children with Disability on Virtual Learning Platforms

Abstract

This paper explores the perception of basic school teachers and parents of children with disability, regarding the feasibility of virtual learning platforms sustaining inclusive education during the COVID-19 pandemic and beyond.  This has a wider implication internationally since education of the citizens of every country is inextricably linked to the attainment of United Nations Sustainable Development Goals, enshrined on inclusiveness.  Inquiry into whether the use of virtual learning platform can balance the need for inclusive education and the health of a country’s citizenry amidst the unrelenting pandemic and beyond is paramount.  Qualitative research design with in-depth interview was employed for data collection.  Thematic analysis was done using NVivo 12 software.  Findings of the study reveals that the present virtual learning platforms by the Ministry of Education (MoE) and Ghana Education Service (GES) is an illusion as far as sustenance of inclusive education is concerned.  MoE and GES should make the platform flexible and synchronous, involve special education teachers and provide parents with specialized training.

Keywords: Inclusive Education, Disability, Virtual Learning, COVID-19, Basic School, Ghana.

DOI: 10.7176/JEP/12-8-10

Publication date:March 31^st 2021