Republic of <scp>G</scp>hana's Policy on Inclusive Education and Definitions of Disability
Bibliographic record
Abstract
Abstract The W orld R eport on D isability addresses the education of students with disabilities and recommends that institutional transformation is needed to facilitate inclusive education. The success of inclusive education depends largely on a country's commitment to adopting appropriate legislation, developing policies, and providing adequate funding for implementation. The R epublic of G hana's policies include children with “nonsevere special education needs” in mainstream schools. The authors examine the definition of disability employed in G hana's policies to assess whether students with intellectual and developmental disabilities are eligible to benefit from these provisions. G hanaian government and relevant disability‐based organizations' documents related to disability and education were identified and examined as to how the policies support inclusion. The definitions were reviewed via the use of a biomedical or social perspective of disability. Of seven policy documents reviewed, three defined disability and the definitions reflected the biomedical perspective of disability. In the absence of definitions of disability in the majority of the Ghanaian policy documents reviewed, it is difficult to determine which children and with what types of disability will qualify to benefit from their provisions.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.575 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".