The main objective of the study is to conduct an in-depth investigation into challenges affecting the successful implementation of inclusive education in Ghana. The study was carried out among selected teachers and students in the Cape Coast Metropolis. It was guided by three-pronged research questions. A qualitative research paradigm was adopted for the study. Using a purposive sampling technique, twenty-four (24) participants were selected for the study comprising 4 head-teachers and their assistants, 8 classroom teachers, and 12 students. Findings of the study revealed that there is a dichotomy of understanding regarding what inclusive education entails among stakeholders, students with disabilities are marginalized due to impractical policies and programs and the government is limited financially to fully implement inclusive education nationwide. The researcher also discovered that though there are different forms of inclusive education practiced in Ghanaian Senior High School, most of them are not compatible with inclusive education. However, there are few cases of mainstream schools with special resource teachers handling both children with SEN and their pairs without SEN. This means at present, inclusive education has not been fully implemented in Ghana due to several crippling limitations. These limitations range from lack of result-oriented curriculum to a serious lack of physical structures and facilities to foster inclusiveness in the classroom. Hence, it is recommended that policies, programs, and curriculum on inclusive education should be revised. Sensitization programs should be organized to mitigate stereotypical norms against people with disabilities in Ghana.
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