Promoting an Inclusive Society: The Urgent Need to Address Unpaid Care Work and Educational Gaps for Children with Disabilities in Ghana

Introduction

Disability is a fundamental aspect of the human experience, and at some point in life, nearly everyone is likely to encounter it, whether temporarily or permanently (WHO & World Bank, 2011). The way disability is understood varies across different social and cultural contexts, and this is shaped by the result of complex interactions between health conditions, environmental influences, and individual characteristics (WHO & World Bank, 2011).  Therefore, when we talk about people with disabilities, we are not only referring to individuals with visible conditions such as wheelchair users, blindness, or deafness, but also to a broader group of individuals who experience functional difficulties due to various health conditions, including autism, Down syndrome, cerebral palsy, and a range of other developmental and intellectual disabilities.

Globally, an estimated 240 million children live with various forms of disabilities (UNICEF, 2021) however, in Ghana, based on the findings of the 2021 census conducted by the Ghana Statistical Service, approximately eight per cent (2,098,138 individuals) of the population have some form of disability. For many parents in Ghana raising children with developmental disabilities, which is unpaid work, the challenges they face have evolved over the years from dealing with name-calling and stigmatisation to confronting more complex issues related to human rights, access to education, and financial burdens.

PROMOTING RECOGNITION FOR UNPAID CARE WORK PROJECT BY CDS AFRICA/IDRC

In 2023, the Africa Center for Democracy and Socioeconomic Development (CDS Africa) secured grant funding from the International Development Research Centre (IDRC) to implement a project titled “Promoting Recognition for Unpaid Care Work for Carers of Children with Developmental Disabilities in Ghana.” The project, undertaken in partnership with Songtaba Ghana and the Center for Learning and Childhood Development (CLCD), seeks to propose comprehensive measures to address unpaid care work and promote inclusive education in Ghana. Spanning 24 months, the project aims to:

• Estimate the effect and distribution of Unpaid Care Work in CWDDs in Ghana
• Generate evidence to lead national discourse for policy alternatives to addressing the effects of unpaid care work for CWDDs in Ghana
• Assess the effectiveness of the inclusive education policy and generate evidence for its effective implementation in public schools, and
• Develop innovative policy and program solutions for unpaid care for CWDDs in Ghana.

While this is not the first time the International Development Research Centre (IDRC), a Canadian Crown corporation, has funded a project in Ghana, it is the first IDRC initiative focused specifically on this subject.

During the data collection process, several issues emerged; however, the most pressing ones that urgently require advocacy and policy intervention are the implementation of the Inclusive Education Policy and access to government support in the form of financial assistance. These key issues reinforce the fact that children with functional or developmental difficulties are often overlooked in policy development, limiting their access to education and, consequently, hindering their full participation in social and economic life.

INCLUSIVE EDUCATION POLICY (IE)

In Ghana, the right to education is enshrined in the 1992 Constitution. Article 25(1)(a) states: “All persons shall have the right to equal educational opportunities and facilities and with a view to achieving the full realization of that right, basic education shall be free, compulsory and available to all.” As part of Ghana’s commitment to building an inclusive society, the Disability Act of 2006 (Act 715) was enacted. Article 18 of the Act mandates that: “The Government shall provide free education for persons with disabilities and also establish special schools for persons with disabilities who, due to their condition, cannot be enrolled in mainstream schools”.

In 2015 Ghana adopted the Inclusive Education Policy to guide the government’s strategic approach to providing education to all children, including those with special educational needs. Premised on key provisions in the 1992 Constitution such as the Education Strategic Plan, and Ghana’s international commitments, the policy has failed to create an inclusive learning environment that addresses the diverse educational needs of all learners and this is evident in the 2021 Population and Housing Census (PHC).

It is estimated that out of the 7,794,740 children aged 5 to 15 years, 35,609 have never attended school, a stark reflection of the reality on the ground. According to many parents engaged during the data collection process, this situation is largely due to a lack of awareness about the Inclusive Education Policy and the limited number of special needs schools. Public facilities and schools equipped to cater to children with special needs are limited in number and quality, forcing parents to consider expensive private institutions that are often out of reach financially. This creates a cycle where parents either cannot afford the care their child needs or are left with no viable alternatives.

What is particularly concerning is that the Northern and Greater Accra regions, two key focus areas of the CDS Africa/IDRC Project are among the regions with the highest number of children with special educational needs who are not in school (2021 PHC). Ghana’s commitment to inclusive education as anchored in the 1992 Constitution and other international conventions demonstrates a strong dedication to ensuring equal opportunities for all children, including those with special needs. However, parents of children with developmental disabilities continue to struggle to access this fundamental right, which is enshrined in the Constitution. What is most concerning is the lack of clarity between the two key ministries, the Ministry of Gender, Children and Social Protection and the Ministry of Education, regarding their specific roles and responsibilities in promoting inclusion and ensuring the delivery of appropriate support services.

FINANCIAL CONSTRAINTS FACED BY PARENTS OF CHILDREN WITH DEVELOPMENTAL DISABILITIES IN GHANA

In addition to the lack of awareness with regards to the Inclusive Education Policy, another distressing situation most of these parents engaged expressed is how often they find themselves grappling with significant financial constraints that affect not only their daily lives but also their ability to provide the necessary care and education for their children. The financial burden placed on these parents is compounded by several factors, including limited access to government aid programs, lack of awareness about available support, and the challenges of balancing caregiving with employment.

One of the key challenges is the difficulty many parents face in accessing government financial aid programs, such as the Livelihood Empowerment Against Poverty (LEAP) program. Despite being entitled to financial support through such initiatives, many parents are unaware of these opportunities. This lack of awareness stems, in part, from inadequate public education on the programs available to support families of children with disabilities. As a result, a large number of parents miss out on crucial financial assistance that could help ease their burden.

Even for those who are aware of such programs and have once received support from Social Welfare, the process to access this financial support remains unclear. The timelines for disbursement of funds are often not communicated effectively, leaving parents uncertain about when to expect assistance. Moreover, there is little guidance on who qualifies for the aid, how often it is disbursed, and the criteria for receiving it.

The financial difficulties extend beyond the lack of aid. Many parents, especially mothers, are forced to leave their jobs to provide the care their children need. With no consistent or adequate financial support to compensate for this loss of income, families are left to rely on the generosity of others, whether through family support or charitable donations. This reliance on external help further undermines the financial stability of these households and places immense strain on parents who are already dealing with the emotional and psychological challenges of raising a child with a developmental disability. Without a clear pathway to financial support from the government and with limited resources available, these parents are caught in a vicious cycle of poverty, exclusion, and neglect.

ENSURING STRONGER ADVOCACY AND NATIONAL ACTION

The persistent financial struggles faced by parents of children with developmental disabilities highlight the urgent need for coordinated advocacy and policy reform. As a country committed to inclusion and social equity, Ghana must do more than adopt policies. We must ensure their effective implementation, especially for its most vulnerable populations. Advocacy efforts must focus on raising public awareness about the rights of children with developmental disabilities and the support systems available to their families as well as reforming the Inclusive Education Policy.

The Ministry of Gender, Children and Social Protection and the Ministry of Education must ensure that no family is left behind due to bureaucratic confusion or systemic neglect.  We must expand the availability and accessibility of special needs schools, increase investment in inclusive education infrastructure, and offer targeted livelihood support to caregivers. These are critical steps toward easing the financial burden on families.