Examining the pedagogy of learners with disabilities in Ghana

The research data entails the cultural, historical, and material artefacts of disability discourse as manifested in the pedagogy of learners with disabilities in early childhood education settings. Using Vygotsky’s cultural-historical activity theory (CHAT) as a framework and method, data were gathered from eighteen (18) teachers in seven (7) public preschools from six communities in the Greater Accra Region of Ghana through focus group discussions and individual teacher interviews and analysed. Thematic analysis of the data was conducted to generate themes and quotes.