THE INTERPLAY BETWEEN RELIGIOUS AND MORAL EDUCATION (RME) AND SPECIAL EDUCATION IN THE GHANAIAN PERSPECTIVE

This study critically examines the interplay between Religious and Moral Education (R.M.E.) and Special Education within the Ghanaian context, foregrounding the need for an inclusive, culturally responsive, and ethically grounded educational framework. In Ghana, R.M.E. serves as a key medium for moral formation, social cohesion, and value transmission, while Special Education seeks to ensure equitable access and participation for learners with diverse needs. However, the intersection between these two domains remains underexplored, particularly in relation to inclusive pedagogy, indigenous philosophical foundations, and classroom practice. The study is anchored in inclusive education theory and African moral philosophy, particularly Ubuntu, alongside Social Learning Theory and Vygotskian socio-cultural perspectives. A qualitative research design was adopted, drawing on interviews and classroom-based observations involving teachers, special educators, and learners across selected inclusive schools. Thematic analysis was employed to interpret patterns related to pedagogy, accessibility, participation, and moral engagement. Findings reveal that while R.M.E. holds significant potential to promote inclusion, empathy, and moral agency among learners with special educational needs, its delivery is often constrained by limited teacher preparedness, inadequate instructional adaptation, and insufficient integration of inclusive strategies. The study further identifies the marginalization of indigenous ethical frameworks as a missed opportunity for fostering culturally relevant inclusive practices. The study concludes that meaningful integration of R.M.E. and Special Education requires a shift from content transmission to participatory, learner-centered, and ethically responsive pedagogies. It recommends curriculum reform, teacher professional development, and policy alignment to enhance inclusive moral education in Ghana. Ultimately, the study contributes to ongoing debates on inclusive education by positioning R.M.E. as a transformative tool for equity, dignity, and holistic human development.