In today’s world of diversity and inclusivity, supporting whole schooling is crucial for every country’s education development. Using the context of Ghana, this conceptual paper delves into school heads’ support for Learners with Special Needs (LWSNs) to promote whole schooling. Findings reveal that although Ghana has a policy ensuring LWSNs’ right to education is comparable to their peers, school heads are constrained to impact its implementation because they do not receive the necessary support from the Ghana Government. The paper’s contribution lies in proposing a conceptual model to understand how school heads’ support services can foster whole schooling in Ghana.
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