The National Assessment and Resource Centre, a place where
children with special educational needs are assessed for appropriate placement
into school needs urgent attention from government.
Mr Anthony Boateng, Director of the Special Education
Division of the Ghana Education Service has therefore called for expedite
action to complete a new building for the centre.
Currently the centre operates from a temporary structure and
do not even have a room to store equipment.
Mr Boateng in an interview with the media on the recently
launched Inclusive Education Policy said: “UNICEF donated some equipment to be
used for assessment to the centre but because the temporary structure is not in
good shape thieves have broken into the place several times to steal some of the
items.”
He said the building which was supposed to be completed in
six month is now over seven years and it is still not completed.
“Staff feel so uncomfortable, when it is sunny, the place is
too warm, they are not able to stay and when it rains hard, it is another
challenge,” Mr Boateng said.
Commenting on the Inclusive Education Policy, he said the
policy makes it possible for all children with special educational needs to be
sent to school.
He said the Ghana Education Service has established Unit
Schools, attached to regular schools in selected public schools where
professionals and special educators are readily available alongside the
mainstream teachers to help children with special educational needs.
He advised parents who encountered difficulties sending
their special needs children to school to contact the assessment centre for
help.
Mr Boateng said: “Children with special needs can now attend
school and be trained, with the gradual implementation of the Inclusive
Education Policy.
The Inclusive Education Policy in Ghana makes it possible
for schools to accommodate all children regardless of their physical,
intellectual, social, emotional, linguistic or other conditions.
Some parents of children with cerebral palsy earlier
complained that their children were refused admission even into special schools.
Some of the parents explained that the schools required that
children with special needs were toilet trained and were able to help
themselves to a large extent before being admitted into schools of any kind.