Inequalities in support experiences of 'disabled' students in Ghanaian higher education

The drive towards widening access and participation in the Ghanaian educational system has been evidenced in current educational policies including the inclusive education policy. Scanty literature exists on disabled students’ experiences related to the provision and support stemming from the policy in Ghanaian higher education. This research aims at hearing the “voices” of key actors in inclusive higher education, namely ‘disabled’ students on their experiences of inclusive practices and support provisions to highlight benefits and challenges for policy and practice by policymakers. The study highlights the institutional policy and practice of inclusion in three Ghanaian public universities, as well as the related present lives of ‘disabled’ students therein, in line with the Capabilities Approach. The study employs a qualitative approach in researching ‘disabled’ students in three Ghanaian public universities due to the in-depth limitation of quantifying ‘lived’ experiences of provision, support, and challenges. The study employs the use of semi-structured interviews, semi-participant observations, and policy analysis. The study found inequalities and gaps in the experiences of students in relation to policy and institutional inequalities characterised by lack of financial support, inability to access disability allowance, the presence or otherwise of policy and student association groups, and makes applicable recommendations therein.