From Labels to Learning: How Teachers Navigate Dyslexia and Inclusion in Ghanaian Classrooms is a foundational learning research project focused on understanding how basic school teachers in Ghana identify, perceive, and support learners with dyslexia. The study seeks to strengthen inclusive education practices and improve early literacy and numeracy outcomes, particularly at the lower primary level, Grades 1–3, a critical stage in children’s learning development.

The project is jointly 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 (GPE KIX).

Background and Rationale

Dyslexia is associated with a range of adverse educational and psychosocial outcomes, including persistent reading and writing difficulties, poor academic performance, low self-esteem, stigma, reduced classroom participation, and limited long-term educational and career opportunities. Early childhood presents a crucial window for recognising dyslexia, as children are developing foundational skills in reading, writing, and numeracy.

Globally, an estimated 15%–20% of the population is dyslexic, with the Africa Dyslexia Group estimating that approximately 10% of Ghanaians are affected. At the same time, nearly 80% of children in Ghana do not acquire basic literacy and numeracy skills by the end of primary education, highlighting the urgent need for early identification and targeted support for learning difficulties.

Aim of the Study

The study aims to deepen understanding of dyslexia from the perspectives of basic school teachers by examining their knowledge, beliefs, identification practices, and classroom support strategies. By doing so, the research seeks to promote inclusive education and strengthen foundational learning outcomes for all pupils in Ghana.

Objectives

The specific objectives of the study are to:

• Assess the level of knowledge and awareness of dyslexia among basic school teachers.

• Examine the approaches used by teachers to identify learners with dyslexia.

• Explore teachers’ perceptions and attitudes towards students with dyslexia and their inclusion in mainstream classrooms.

• Evaluate the availability and use of support services and instructional strategies for dyslexic learners in Ghanaian schools.

Policy Context

The study is situated within Ghana’s commitment to inclusive education, as articulated in the Salamanca Statement, which promotes the education of learners with and without disabilities within the same classroom. This aligns with national and global efforts to advance inclusive, equitable, and quality education, as emphasised under Sustainable Development Goal 4 (SDG 4).

Methodology and Study Sites

The research adopts a mixed-methods design, combining qualitative and quantitative approaches to explore teachers’ knowledge, beliefs, and classroom practices related to dyslexia identification and inclusive education. Data will be collected across three purposively selected regions in Ghana—Bono, Greater Accra, and Northern Regions—to capture diverse geographic and contextual perspectives.

Significance of the Study

This study contributes to foundational learning by addressing gaps in teachers’ understanding and practices related to dyslexia, a critical yet underexplored area in early literacy education. Findings are expected to inform education policy, strengthen teacher education and professional development, and enhance inclusive education provisions in Ghana.

Beyond the national context, the research advances broader development goals by generating scientific evidence, raising awareness of learning disabilities, and supporting the creation of inclusive and responsive learning environments. Strengthening early identification and support systems is essential to ensuring that no child is left behind in foundational learning and to achieving SDG 4.

Project Team

• Principal Investigator: Dr. Freda Osei Sefa, Research Fellow, Legon Centre for Education Research and Policy (LECERP).

• Co-Investigators: Dr. Martin Wiredu Agyekum; Dr. Innocent Agbelie (Research Fellows, LECERP)

• Mentor: Dr. Clement Adamba, Director, Legon Centre for Education Research and Policy