Evaluating the teaching ‘fitness’ of Ghanaian teachers with disabilities to instruct online in a pandemic era

The main focus of this phenomenological study was to identify the gaps in disability research with regard to teachers with disabilities (TWDs) and how they can be aided to effectively teach online. Eight (8) TWDs from two special schools in Ghana were interviewed. A thematic analysis of the field data yielded seven (7) themes categorised into pedagogical fitness and psychological fitness. The findings indicate that while teachers expressed a commitment to online instruction, they faced significant challenges, including situational constraints and insufficient support, which impacted their ability to teach effectively. The teachers reported being ‘fairly fit’ to teach online, largely due to their resilience in the face of these challenges. They acknowledged that the experimental, technology-driven form of online instruction could serve as a stress reliever and potentially enhance their teaching effectiveness if implemented properly. Furthermore, the TWDs emphasised that their involvement in professional development regarding the use of digital technologies and training for parents to assist their children in home education would make virtually-mediated instruction during pandemic periods more effective. Assistive devices and other digital tools were identified as valuable for online instruction. Findings recommend policymakers consider new approaches to integrate digital technologies effectively in special schools in Ghana.