Accessibility of assessment centres for children with special educational needs in Ghana
The study explored the accessibility of assessment centres in Ghana. Data was collected using a questionnaire. A sample of 120 workers and the clients of the assessment centres (respondents) were used for the study. A convenient sampling technique was used to select the participants and simple random sampling was used to select five Assessment Centres in Ghana. The independent sample t-test; mean and standard deviations were used to analyse data. The results showed that differences do not exist between males and females' views on how accessible assessment centres were in Ghana. Some areas of assessment centres were not accessible. For instance, there were no braille letters to washrooms doors, no alternative system to communicate information to children with Special Educational Needs; parking spaces were not accessible when using wheelchairs and route to building entrances were not slip-resistant. However, the entrances were well-lit day and night, the main entrances were accessible, in areas where the main entrance is not accessible by one step, and there is a ramp to facilitate access. It was recommended that the Special Education Division of Ghana Education Service constructs the route to all assessment centres that have entrances not accessible in such a way that it is stable, firm and slip-resistant. The Ghana Education Service should help provide an alternative system to help communicate information on sign to clients with sensory impairment. Based on the results, it can be concluded that the assessment centres are generally not accessible.
Ambrose Agbetorwoka. Accessibility of assessment centres for children with special educational needs in Ghana. International Journal of Multidisciplinary Research and Development, Volume 8, Issue 7, 2021, Pages 148-157