Ahorsu, Priscilla2026-07-082026-07-082026-07-042026-07-052026-07-08http://hdl.handle.net/1993/39844Developed countries have been able to judiciously employ their human resources and assist their marginalized populations to become self-reliant and resilient. Conversely, marginalized population such as women and girls with disabilities in developing countries are left to their fate, exploited and face multiple layers of discrimination and stigmatization. This study seeks to synthesis available research on the educational and employment experiences of women and girls with disabilities in Ghana and identify gaps in research that need to be investigated. Using Arksey and O’Malley’s framework for scoping reviews, a systematic search of 8 databases was conducted to identify and review papers for the study, which were published between January, 2007 and August, 2025. The experiences of the women and girls with disabilities were reported in accordance with the domains of the International Classification of Functioning, Disability and Health (ICF) framework which was adopted as the conceptual framework for this review. Twenty-nine papers were identified as eligible for inclusion in this review with 13 papers reporting on only education, 12 papers on only employment while 4 papers reported on both education and employment of women and girls with disabilities in Ghana. Out of the 29 papers, 72.41 % were qualitative research works whereas only 10.34 % were quantitative in nature. Most of the papers reported on societal attitudes and cultural norms as critical factors that adversely affect the educational and employment experiences of women and girls with disabilities in Ghana. Hence, educational and sensitization campaigns need to be conducted to reorient people’s perception about women and girls with disabilities while a review of the work of the District Disability Management Committee should be undertaken to ensure transparency.engPeople with disabilitiesWomenGirlsEducationEmploymentIntersectionalityExperiencesGhana