Becoming Professionals in Inclusive Education Settings: Perspectives from Ghanaian Social Work Students on Their Motivations

Abstract

The research literature highlights the need for helping professionals such as Social Workers, psychologists, counsellors and support staff in the successful implementation of inclusive education. As a result of this, national policies on inclusive education in Ghana mention the involvement of Social Workers in inclusive schools (schools practising inclusive education). However, there are no reported studies about the presence of Social Workers in inclusive schools in Ghana. In response to this, a qualitative study was conducted to explore the views of 15 final year social work students undertaking an elective on working with disability at a city-based university in Ghana about their motivations to practice in inclusive education settings. Data from the in-depth interviews were coded following thematic analysis. The students reported prior knowledge, professional demands, passion for the profession, quest to prevent discrimination and adequate resources as their motivations to practice in inclusive schools. The study findings suggest that Social Workers’ passion or desire to address discriminatory practices and the presence of adequate material and financial resources are key motivating elements. The Social Work curriculum in universities should also draw much attention in developing students’ knowledge and skills in working with students with disabilities in mainstream schools.

Keywords:

• inclusive education
• motivations
• social work students
• social workers
• Ghana

Disclosure statement

The authors declare no conflict of interest in the conduct of this research.

Funding

The researchers received no funding support for this research. All expenses related to the research were covered by the researchers.

Additional information

Funding

The researchers received no funding support for this research. All expenses related to the research were covered by the researchers.

Notes on contributors

Hajara Bentum

Hajara Bentum, is an MPhil Social Work student with the Department of Sociology and Social Work, Kwame Nkrumah University of Science and Technology, Kumasi-Ghana. She has publication and interest in social work education, aging health and social work practice with special needs population.

Alhassan Abdullah

Alhassan Abdullah, is a PhD Student with the Department of Social Work and Social Administration, University of Hong Kong. He has research interests and publications in family wellbeing and child welfare issues: child neglect, children in family-based care/kinship care, children in care institutions and child participation in child protection decisions. He also has a minor interest in aged care and disability studies, with special focus on inclusive education.

Enoch Boafo Amponsah

Enoch Boafo Amponsah, is a Social Work student of the Department of Sociology and Social Work, Kwame Nkrumah University of Science and Technology, Ghana. Enoch has research interest in inclusive education, community and social development, gender issues and social policy intervention.

Ebenezer Cudjoe

Ebenezer Cudjoe is a PhD Student in Social Work with the Department of Social and Behavioural Sciences, City University of Hong Kong. His research interests and publications involve child and family wellbeing, children in alternative care, kinship care support and inclusive education.