Ghanaian students with special needs are set to enjoy more inclusive and equitable access to education following the government’s allocation of GHC 100 million to support their education nationwide, effective next year, 2027.

Addressing the press on Thursday, July 2, the Education Minister, Haruna Iddrisu, indicated that under the tenure of President Mahama, these yearly allocations will remain in effect until the end of the incumbent president's term.

This, he said, is aimed at guaranteeing sustained financing for the implementation of free education for learners with special needs and disabilities nationwide under the amended GETFund Act.

“For 2027 into 2028 and for the tenure of President John Dramani Mahama, every other year, this GH¢100 million is allocated to support special needs education to allow for the effective implementation and to reach persons with special needs,” he said.

Mr Iddrisu stressed that disability must never limit educational opportunity, adding that the policy reflects government’s commitment to inclusive education.

“Special needs and disability never mean limited opportunity. The promise of education must reach every child in every community regardless of ability, background, gender and circumstance,” he said.

He noted that Ghana currently has 39 public special and integrated schools, comprising 29 special boarding schools, seven integrated schools for the visually impaired and three integrated schools for the hearing impaired, serving about 9,000 learners.

The Minister also announced an increase in the daily feeding grant for students in special schools from GH¢8 to GH¢15, aimed at improving their welfare.

He said the government remains committed to ensuring that learners with special needs receive the support required to access quality education and achieve their full potential.

Earlier, special needs education in Ghana did not enjoy a dedicated annual budget. Funding was mostly ad hoc, coming from general education allocations or donor support, which meant schools often struggled to meet the needs of learners with disabilities.

Feeding grants, for instance, were set at GH¢8 per student daily, a figure widely seen as inadequate for providing nutritious meals. Assistive devices such as braille machines, hearing aids, and mobility tools were supplied irregularly, often depending on external partners rather than guaranteed government funding.

Infrastructure improvements were also piecemeal, with many of the 39 special and integrated schools facing challenges in classrooms, dormitories, and accessibility features.

How different is this new arrangement in funding?

Under the new funding system, the situation changes significantly with the introduction of a dedicated GH¢100 million annual allocation under GETFund.

This funding guarantees free education for learners with disabilities, raises the feeding grant to GH¢15 per student daily, and earmarks GH¢40 million specifically for assistive devices.

It also allows for systematic infrastructure upgrades, ensuring classrooms and dormitories are more inclusive and accessible.

In essence, the new allocation transforms special needs education from a system of survival-level support into one of empowerment and sustainability, directly benefiting about 9,000 learners nationwide.