Dr. Freda Osei Sefa, a Research Fellow at the Legon Centre for Education Research and Policy (LECERP), has been awarded the Foundational Learning Research Grant to undertake a study titled “From Labels to Learning: How Teachers Navigate Dyslexia and Inclusion in Ghanaian Classrooms.”
The grant is funded by Education Sub-Saharan Africa (ESSA) and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, with support from the Gates Foundation and the Global Partnership for Education Knowledge and Innovation Exchange (GPEKIX).
The study responds to the growing need for robust empirical evidence in foundational learning research, particularly in the area of learning disabilities. Globally, an estimated 15%–20% of the population is dyslexic, while the Africa Dyslexia Group reports that approximately 10% of Ghanaians are affected. Dyslexia is commonly associated with reading and writing difficulties and poor academic performance, with long-term consequences such as low self-esteem, stigma, limited classroom participation, school dropout, and restricted career opportunities.
Early childhood is a critical period for identifying dyslexia, as it is the period when children develop foundational literacy and numeracy skills essential for learning. In Ghana, however, nearly 80% of children are reported to complete primary education without attaining basic literacy and numeracy competencies. This raises important questions about whether teachers are adequately equipped with the knowledge, skills, and tools to identify pupils with dyslexia and provide appropriate support within inclusive classroom settings.
The research seeks to explore dyslexia from the perspective of basic school teachers, particularly those teaching Grades 1 to 3. It will assess teachers’ understanding of dyslexia, their ability to identify learners who may be affected, and the strategies and resources they use to support such pupils. By examining teachers’ perceptions, practices, and available support systems, the study aims to promote equity, reduce educational disadvantages, and strengthen foundational literacy outcomes for all learners.
To ensure broader coverage and comparative insights, the study will be conducted in the Bono, Greater Accra, and Northern Regions of Ghana, deliberately reflecting both urban and rural school contexts. This approach is expected to generate nuanced insights into how contextual factors influence teachers’ understanding of dyslexia and inclusive practices across diverse settings.
The findings are anticipated to make a significant contribution to Ghana’s foundational learning landscape by informing early literacy and learning discussions, advancing scientific knowledge, and raising awareness about learning disabilities. The study will also support the development of inclusive and responsive learning environments, strengthen early identification and support systems, and contribute to Ghana’s progress towards achieving Sustainable Development Goal 4 (SDG 4), which seeks to ensure inclusive and equitable quality education for all.
The research aligns with Ghana’s inclusive education policy, rooted in the Salamanca Statement, which advocates for the education of pupils with and without disabilities within the same classroom environment.
Dr. Osei Sefa is working on this project with Dr. Martin Wiredu Agyekum and Dr. Innocent Agbelie, both Research Fellows at LECERP. The research team is undertaking the study under the mentorship of Dr. Clement Adamba, Director of LECERP.