Deku Prosper


With contemporary classrooms becoming increasingly diverse, educational authorities, teachers and school administrators are looking for innovative ways of coping with diversity of students. Historically, barriers to inclusion have been based on the explicit exclusion of individuals with disabilities and other minority groups. In order to create inclusive environments for diverse learners, the system of Early Childhood Education (ECE) centers in Ghana must be totally reconfigured, which will require shifts in our educational practices. The concept of Universality provides an important starting point for educational and social transformation. Situating it on the postmodern theoretical view point, this paper argues that in discussion of the approaches to enhance educational access for students with disabilities in Early Childhood Education in Ghana, the emerging models of Universal Design for Learning must be the focal point. 


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early childhood education, universal design, inclusive education, children with disabilities


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