By D.I. Laary, GNA
Akropong-Akuapem (E/R), June 29, GNA – Ghana is making steady progress in inclusive education launched in 2015, but limited investment in Braille and assistive technology continues to constrain learning for visually impaired children.
The concern was highlighted at the 2026 National Braille Literacy Competition at the Akropong School for the Blind, where pupils from six special schools representing Eastern, Volta, Central and Ahafo regions, demonstrated reading and writing skills.
The event also highlighted calls for greater national commitment to accessible education and equitable learning opportunities.
Organised by the Ghana Blind Union (GBU) with support from VISIO International, the Presbyterian Health Service through the Holistic Human Development (HoBiK) Project and the Lions Club, the competition aimed to promote Braille literacy and the adoption of Unified English Braille in Ghana.
Speaking to the Ghana News Agency, Dr Peter Obeng-Asamoah, the Executive Director of the GBU, said Braille remained central to literacy despite the growth of digital learning tools.
He described education as “the doorway to the future” for blind and partially sighted learners.
“A child in an inclusive education setting will still have to read and write Braille,” he said, noting that audio and digital tools cannot replace foundational literacy skills.
He stressed that equal opportunity depended not only on placement in mainstream schools but also on access to adequate learning materials.
While acknowledging improvements in inclusive education, Dr Obeng-Asamoah said schools continued to face shortages of Braille paper, writing frames, Braille writers and modern assistive technologies such as electronic Braille devices, laptops and tablets.
“We can’t sacrifice quality for cost. These children have a right to participate in this nation,” he said, urging government and partners to prioritise investment in assistive technologies.
He also cited improvements in the accessibility of national examinations after advocacy led the West African Examinations Council to adjust questions that disadvantaged visually impaired candidates.
Mrs Helen Mensah, the Director of Special Education Division of the Ghana Education Service (GES) in the Akuapem North Municipality, described Braille as “far more than raised dots on a page,” calling it “a powerful instrument of equity” and the foundation of learning, independence and dignity.
She stated that strengthening Braille education was essential to ensuring that no learner is left behind.
Mrs Veronica Dery, the Headmistress of the Akropong School for the Blind, noted that the competition motivated pupils to excel while demonstrating that disability was not inability.
She noted that the school, established nearly 80 years ago, has produced professionals across diverse fields despite some persistent challenges.
She cited shortages of Braille teaching materials, high costs of Braille paper, ageing infrastructure and the loss of trained special education teachers and called for stronger public and private investment in resources, as well as teacher retention, to sustain quality inclusive education.
Participants emphasised that expanding access to Braille resources, assistive technologies and skilled teachers would improve learning outcomes and enable visually impaired learners to contribute meaningfully to national development.
They also called for the competition to be institutionalised as a regular national programme to promote academic excellence and strengthen inclusive education.
GNA
Edited by Christabel Addo
Reporter: D.I. Laary, GNA
June 29, 2026