BICGS Project

Building Inclusive Culture in Ghanaian schools (BICGS) was a project implemented with support by Plan International Ghana, Eastern Program Unit. The project, among many other things, constructed walkways to make the schools disability compliant.

The goal of the Project

Creating an inclusive culture in the schools to assist children of school going age to participate fully in the school system to enable them achieve their potentials in life.


Objectives of the project

1. Propagate the policy of Inclusive Education in Ghana vis-à-vis the core values of ICDP

2. Create awareness of the need to include all children in the educational system irrespective of their challenges

3. Identify the signs, symptoms and causes of special education needs and disabilities among children

4. Explain the role of the classroom teacher in the management of children with special education needs and disabilities among children

5. Analyze the various types of special education needs/ disabilities

6. Identify the various materials/assistive devise for each category of disability to enable them access the curriculum.

7. Sensitize at least 50 key stakeholders (SMCs/PTAs) and 500 community members to effectively participate in providing for the needs of CSENs particularly at home.

8. Improve learners‟ access to school facilities (buildings) by providing at least disability- friendly ramps/walkways in each school identified to be lacking one.

9. Identify and support learners with eye and ear challenges to benefit from the teaching and learning process.

Upper Manya-Krobo

1. Total of 70 teachers/heads and 10 CS were trained. Out of the 70 teachers present, 38 (54.3%) were males whilst 32 (45.7%) were females.

2. 152(28.2%)out of 540 learners screened were identified with various forms of disability for further screening: These number consist of 80(52.6%)males, whilst 72(47.4%) were females.

Categories of disabilities identified:

1. Intellectually Challenged = 97 (63.8%).

2. Visual Impairment = 30(19.7%).

3. Audio Impairment = 12 (7.9%).

4. Speech Difficulties = 13 (8.6%).

Three most important support given to identified CSNs:

1. Properly positioning and managing CSNs in classroom

2. Giving children individual attention in class

3. Being patient with children (showing empathy) in the teaching/learning process

Three most repeated suggestions to improve IE policy implementation:

1. Need to extend the project to cover all schools.

2. Need to assist schools with TLMs for CSNs in Particular.

3. Need to conduct regular training for teachers/heads on IE.

Akuapem North

1. Total of 20 teachers comprising 10 (50%) males and 10 (50%)females. In addition 4 Circuit Supervisors who were all males were trained.

2. The 54 learners identified with various forms of disability for further screening were classified into the following categories.

Categories of disabilities identified:

1. Mild Intellectual Disability = 4(7%)

2. Severe Visual Impairment = 12(22%)

3. Mild Visual Impairment = 29(54%)

4. Mild Audio Impairment = 3(6%)

5. Severe Audio Impairment = 6(11%)

Three most important support given to identified CSNs:

1. Mobilizing learners for screening

2. Support during screening

3. Repositioning and managing children in class

Three most repeated suggestions to improve IE policy implementation:

1. Sensitization of parents during PTAs/SMCs meetings on ways to support CSNs

2. Increased/intensified teacher education on skills needed to handle CSNs in school/class

3. Motivating teachers to work beyond normal time to assist CSNs understand lessons better

SUMMARY OF THE PROJECT OUTCOME

1. Total of 90 teachers and 14 Circuit Supervisors were trained: 48 Males and 42 Females.

2. 206 learners have been identified with various forms of disability: 112 representing (54.4%) males, and 94 (45.6%) females.

Categories of disabilities identified:

1. Intellectual Disability = 101(49%).

2. Visual Impairment = 71(34.5%).

3. Audio Impairment = 21(10.2%).

4. Speech Difficulties = 12(5.8%).