Inequalities in the 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 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 policy makers. Three Ghanaian public university’s institutional policy and practice of inclusion as well as ‘disabled’ students’ present lives in relation to provisions associated with their university lives in line with the Capabilities Approach. The study employs a qualitative approach in researching with ‘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 characterized by lack of financial support, inability to access disability allowance, presence or otherwise of policy and student association groups and makes applicable recommendations therein.