This study explores the determinants of academic success among Special Needs Children in Basic Schools in the Upper East Region of Ghana. Rieser's Social Model of Disability is the theoretical framework upon which the study is built. Utilizing Simple Random Sampling and Purposive Sampling, the research focused on parental involvement, teaching methods, and the attitudes of special needs pupils. Questionnaire, interviews, and observation were employed for data collection, and the findings are presented through Tables and graphs. The study highlights significant parental involvement, including financial support, and active monitoring of children's progress. Teachers exhibit openness, employ tailored instructional methods, and create inclusive environments. Special needs pupils actively participate, displaying motivation and a positive attitude towards learning. The study recommends collaborative efforts between school authorities and the District Assembly for funding hearing and visual aids. School management is advised to partner with NGOs for resources supporting Special Needs Education. Parents are also encouraged to increase school visit frequently to foster a motivating and positive learning environment. Further research should look at the training and support provided to teachers who work with special needs children.

Keywords: Special needs children, academic success, basic school.


Action, P. (2021). Positive action. Retrieved December 20, 2022, from https://www.positiveaction.net/blog/teaching-special-education-strategies

Ametepee, L. K. (2015). Special and inclusive education in Ghana: Status and progress, challenges and implications. International Journal of Educational Development, 41(C), 143-152.

Avoke, M. (2008). Introduction to special education for Universities and Colleges. (3 ed.). Accra: City Publishers.

Children, S. t. (2021). Save the children. Retrieved December 20, 2022, from https://www.savethechildren.org.ph/our-work/our-stories/story/watch-why-should-a-child-play-with-other-children/

Education, M. o. (2013). Draft inclusive education policy. Ghana: Ministry of Education.

Educator, R. (2020). Resilient Educator. Retrieved December 6, 2022, from https://resilienteducator.com/classroom-resources/6-strategies-for-teaching-special-education-classes/

Epic. (2021). Epic. Retrieved December 15, 2022, from https://epicassist.org/the-biggest-barrier-for-people-with-disability/

Ghana, C. (2022). Cover Ghana. Retrieved September 12, 2022, from https://coverghana.com.gh/what-is-fcube-when-was-fcube-introduced-who-introduced-fcube-when-was-fcube-first-implemented-objectives-of-fcube/

Gingras, G. (2021). Ginsberg Gingras. Retrieved December 16, 2022, from https://ginsberg-gingras.com/en/cause-of-financial-difficulties/

Godfrey, L. (2019). Inova. Retrieved December 15, 2022, from https://www.innovacareconcepts.com/en/blog/how-to-make-schools-more-accessible-for-disabled-students/

Goldsmith. (2011). Coleman revisited: School segregation, peers, and frog ponds. American Educational Research Journal, 48(3), 508–535.

Hanlon, T. (2020). University of illinois. Retrieved December 20, 2022, from https://education.illinois.edu/about/news-events/news/article/2020/10/20/special-education-addresses-challenges-in-the-field

Hanushek. (2016). What matters for student achievement: Updating coleman on the influence of families and schools. Education Next, 16(2), 18–26.

James Johnson, S. S.-C.-M. (2011). Play in early childhood education (2nd ed.). Pennsylvania: The Pennsylvania State University.

Kenny, N. (2020). Special education reforms in Ireland: changing systems, changing schools. International Journal of Inclusive Education.

Logsdon, A. (2022). Verywell family. Retrieved December 16, 2022, from https://www.verywellfamily.com/parental-importance-special-education-2162701

Lucas. (2016). First- and second-order methodological developments from the coleman report. The Russell Sage Foundation Journal of the Social Sciences, 2(5), 117–140.

Nations, U. (2015). United nations. Retrieved October 28, 2022, from https://www.un.org/en/about-us/universal-declaration-of-human-rights

Nidirect. (2022). Nidirect.gov. Retrieved December 17, 2022, from https://www.nidirect.gov.uk/articles/children-special-educational-needs

Organization, W. H. (2018). World health organization. Retrieved October 28, 2020, from https://www.who.int/news-room/fact-sheets/detail/millennium-development-goals-(mdgs)

PWDA. (2022). PWDA. Retrieved December 15, 2022, from https://pwd.org.au/resources/models-of-disability/

Rieser, R. (2002). Medical and social model of disabilit. Retrieved December 15, 2022, from http//inclusion.Uwe.Ac. Uk/ inclusion week/ articles/ socmod. Html

Samuel Adu-Gyamfi, W. J. (2016). Educational reforms in Ghana: Past and present. Journal of Education and Human Development, 5(3), 158-172.

Service, G. E. (2008). Education Act. Retrieved September 13, 2022, from https://sapghana.com/data/documents/Education-Act-778.pdf

UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Salamanca, Spain: UNESCO.

Vorhaus, L. M. (2012). The impact of pupil behaviour and wellbeing on educational outcomes. https://www.gov.uk/government/publications/the-impact-of-pupil-behaviour-and-wellbeing-on-educational-outcomes 




How to Cite

BAPONG, C., WIREDU, S., WAAWULA, C. ., & ALAGBE, H. . (2024). FACTORS THAT PROMOTE ACADEMIC SUCCESS OF SPECIAL NEEDS CHILDREN AT THE BASIC SCHOOL LEVEL IN THE UPPER EAST REGION OF GHANA. Turkish International Journal of Special Education and Guidance & Counselling ISSN: 1300-7432, 13(1), 46–57. Retrieved from https://tijseg.org/index.php/tijseg/article/view/234



Research Article