Implementing Inclusive Education In Early Childhood Settings: The Interplay and Impact of Exclusion, Teacher Qualities and Professional Development in Ghana

Inclusive education (IE) in the early years enhances young children’s learning, socialization, and development; yet, children with disability are one group that is often isolated, excluded, or marginalized childhood education. This paper examines jointly perceived exclusion practices, teacher qualities, professional development interplay impact of these factors on effective inclusive Drawing data collected from individual interviews teachers headteachers a large school setting Ghana, findings this qualitative study indicate practices teachers. The suggest resistance to IE limits engagement, social opportunities for children, especially those disability. also identify qualities enhance provision quality reinforces need improved support make sure they placed at center policy practice.