The IU Impact: We prepare future teachers to meet the needs of increasingly multicultural classrooms by connecting them with global partners in Ghana and bringing disability education practices back to Indiana
Four years ago, as part of a federal grant through the Department of State, Tina O’Neal, a clinical associate professor and special education program coordinator at Indiana University Indianapolis’ School of Education, spent several weeks in Germany at one of Indiana University’s partner universities. One of the requirements of the grant was that she develop a new study abroad program that “contributes to career readiness and supports American competitiveness, national security interests, and engagement with the world,” which she fulfilled last summer. Leveraging IU’s presence in Ghana, O’Neal led a cohort of pre-service teachers to the West African country to explore how different nations approach special education.
This summer, she partnered with Lasana D. Kazembe, associate professor of education and department chair in Urban Teacher Education, to not just take students abroad, but research how the experience shaped the future teacher’s perspectives and approach to classroom education. This initiative, supported by the Primary Partnership Grant, brought together faculty, students, and global partners to deepen understanding of inclusive education practices.
Local Collaboration and Institutional Support in Ghana
O’Neal and Kazembe wanted to conduct research in Ghana rather than solely facilitating a study abroad experience. The project aimed to explore pre-service teachers’ perceptions of inclusive education – a learning process where all students, regardless of their background, ability, or disability, learn together in the same classrooms, receiving the necessary support and accommodations to succeed.
The program’s on-ground logistics and academic coordination were supported by two key partners. The AYA Centre in Accra, led by Dr. Michael Williams, provided comprehensive assistance with housing, transportation, and scheduling academic activities, ensuring that students and faculty experienced a well-organized and culturally grounded program.
Additionally, Dr. Samuel Obeng, distinguished professor of linguistics and academic director of the IU Ghana Gateway, offered valuable institutional support and local insight that strengthened the connection between Indiana University and its Ghanaian partners through ongoing programs and research.
Differing approaches to teaching students with disabilities
In Indiana, inclusive education typically means students with disabilities spend the majority of their classroom time alongside general education peers, as outlined by the Individuals with Disabilities Education Act (IDEA). Ghana’s approach is notably different. There, inclusive education often involves working with special needs students in specialized residential settings to develop life skills essential for independent living.
While in Ghana, IU students visited six specialized schools, including the Mampong School of the Blind and Deaf and Echoing Hills Residential Center for students with cerebral palsy. Students conducted structured interviews with Ghanaian teachers and school leaders, capturing direct insights about inclusive educational practices. Additionally, doctoral students documented IU students’ evolving perspectives through pre- and post-trip surveys and semi-structured interviews. The group also attended academic lectures at the University of Ghana, led by Dr. Kwame John Boateng (associate professor of Developmental Education at the University of Ghana).
Study abroad: an opportunity for experiential learning and research
Throughout, O’Neal and Kazembe studied the students’ experiences before, during, and after their time in Ghana. Participants engaged deeply through pre-and post-trip surveys, structured interviews, observations, and artifact collections from visits to local schools. “The project is a way of helping acclimate students and encourage them to understand and embrace the history, heritage and humanity of all learners.” Dr Kazembe explained. “It looks at how we can work with our pre-service teachers in the School of Education and how we can challenge them to enlarge their understanding around global awareness. We know they are US citizens, but we want to encourage them to become citizens of earth,” Dr. Kazembe explains.
This was Dr Kazembe’s first time going to West Africa, so it was a great opportunity for him to make connections with colleagues at the University of Cape Coast and University of Accra.
For Dr. O’Neal, the experience was deeply enriching. Collaborating with Dr. Kazembe, whose expertise lies in Africana Studies and general teacher education, helped her focus on areas she had not explored before. Their research also illuminated the contrast between Ghanaian and U.S. understandings of inclusive education.
Bringing the impact home to Hoosier classrooms
Education student Danielle Taylor found the experience inspiring. “To see how Ghanaians work with very few resources and their students still learn is a revelation that opens my eyes and makes me think, ‘Okay, if they can do it, I can do it. Keep pushing to get better.’” Taylor said.
This experience is particularly relevant given the influx of students from Nigeria, Haiti and beyond in Indianapolis. They both plan to share their insights and incorporate them into the courses they teach at IU. This exposure will ensure that future educators trained at IU Indianapolis—98% of whom go on to teach in Indiana—are equipped to address the evolving needs of Indiana’s classrooms.
Looking ahead, both professors plan continued collaborations with their Ghanaian counterparts, offering professional development to teachers abroad and simultaneously learning from their innovative approaches. This mutual exchange enriches global education and also helps foster educators who can effectively navigate cultural complexities within local classrooms.
“I’m absorbing everything like a sponge, soaking up all the information, and I’ll ring that sponge out on my children when I teach them,” said Devynn Feagin, a future educator who went on the trip and participated in the study. It opened my eyes to thinking in different ways. The main thing I’ve learned here is not to limit students with disabilities.”
Through initiatives like these, Indiana’s educators become better prepared, culturally responsive professionals capable of meeting the diverse needs of students right here at home.