This paper reports on a study examining the current challenges of developinginclusive education as well as the potential applicability of implementing principles of Universal Design for Learning (UDL) in two township special needs schools in South Africa. The philosophy of UDL has been advocated by many educators as a means of developing inclusive classroom environments in the Western world. Despite the growing popularity of UDL, its universal application, especially in places with limited resources, has remained somewhat unquestioned. Using a theoretical framework that is critical of Western-centered understandings of inclusive education and pedagogy, this paper examines how understanding the educational circumstances and teacher knowledge of a local context can inform the applicability of UDL principles. The findings of this study reveal that despite teachers' recognition of the benefits of implementing UDL principles in their practice, the unique socioeconomic conditions in South African township schools make teachers doubt the feasibility of implementing this Western concept in their classrooms. Yet, at the same time, the findings illustrate how teachers are already employing practices that are consistent with UDL principles in an attempt to cater for the needs of diverse learners. The paper concludes by asserting the need to consider the unique economic and political contexts of the global South when determining the applicability of inclusive education strategies beyond Western contexts.

Inclusive education is made concrete in the classroom, taking into account the diversity of pupils, which is the necessary step to ensure equal opportunities in access to the educational process. The objective of this paper is to know the methodologies and didactic strategies used by basic education teachers and whether these are based on the Universal Design for Learning (UDL). The methodology is quantitative and descriptive in scope, using a Likert scale questionnaire with 29 items. As a complement to the study, four qualitative open-ended questions are also carried out. The final sample is 26 teachers, who work with children between 7 and 12 years old, from four educational establishments representing three of the natural regions of Ecuador. The main results reflect a limited knowledge of the UDL and its principles, highlighting that in public schools and in those where there is a higher percentage of students with disabilities, only 29% of teachers know approximately what the UDL means. On the other hand, there are actions that affect the formative process and the equality of opportunities for students with low hearing and vision. We conclude with the need for teacher training in UDL as a didactic alternative in the framework of inclusive education by providing the same opportunities to all students regardless of their individual characteristics.

Resourcing inclusive education is increasingly becoming a critical issue for education systems and schools. It is identified that providing adequate and sustainable resources help to transform and optimise implementation of inclusive education. This paper thus examines system and school-level resources considered essential for practising inclusive early childhood education. The extant literature reveals successful inclusive education in early childhood settings requires multifaceted and integrated resource architecture, and the paper argues further that the availability of such resources 'smooth-drive' inclusive practice and is defined largely by 'effective' system and school leadership. In order to promote quality inclusive education and enhance the work of teachers, early childhood settings and schools need to be resourced adequately. Resourcing inclusive education should be considered an investment to develop and build the capacity of early childhood settings and to empower teachers, and overall to augment system and school-level leadership. The review has implications for IECE globally and for Ghana.

Early Childhood Education is a key element for the growth and development of every country. This paper, provides a summary of reviewing the impact of early childhood special educational assessment on children to be ‘at risk’ of developing special educational needs. It was identified mainly that early identification of at risk factors for disabilities was ignored and there is minimal or no collaboration in the assessment procedures for learners. This has an adverse effect on the cognitive attainment and social or behavioural development on the child. The paper also discusses the identification of special educational needs; models/theories of teaching the early child; collaborators’ perspectives; and future developments. The article closes with a call for improved training for practitioners working in early year’s settings. Keywords : Identification, Special Educational needs, Early-childhood, Education, At-Risk

Inclusive early childhood education (IECE) represents a key policy and practice implementation that facilitates the education and socialisation of all children with and without disability and special educational needs in Ghana. Despite the development of IECE through Government commitments to both inclusive education (IE) and early childhood education (ECE); and as educational goals being realised, little research exists locally on IECE implementation and change practice. The study utilised a qualitative interpretive multiple case study approach to investigate how IECE is being implemented in Ghana. Semi-structured interviews were conducted with 16 teachers and five headteachers of four early childhood learning centres and schools, and six senior education officials. Thematic data analysis results revealed differing understandings of IECE. What also emerged strongly in this study is that children's human rights and economic benefits are fundamental moral purposes that frame IECE...

This case study investigates the special and inclusive education in Ghana. The authors first delineate the wider human well-being and historical contexts. Applying a descriptive design based on measurable preestablished indicators, drawn from Anastasiou and Keller’s (2011) typological framework, the authors provide a systematic description of the 2008 status of special and inclusive education in Ghana. Furthermore, the produced outcomes compared to pre-established observable goals set in the Education Strategic Plan 2003–2015 were recorded to evaluate the progress in Ghana’s special and inclusive education. The main challenges for special and inclusive education in Sub-Saharan African countries are discussed.

Universal Design for Learning (UDL), developed by Center for Applied Special Technology, is a curriculum design framework that promotes equal opportunities for all the children, regardless of their disabilities and learning difficulties with the help of specially designed methods and technology. The principles of UDL, based on neuroscience, can be applied to the inclusive practices in the school. The paper highlights the principles underlying the UDL curriculum, its components and how it can be applied in the inclusive setting in order to cater to the special needs of the children with or without disabilities and learning difficulties.