Abuse of disabled children in Ghana

Kassah, Alexander Kwesi; Kassah, Bente Lilljan Lind; Agbota, Tete Kobla

doi:10.1080/09687599.2012.673079

Cited by 65 publications

(55 citation statements)

References 6 publications

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“…Discrimination was identified as an important cause of social abuse against disabled women in Ghana that involves the unequal treatment of people in given situations, and often takes many forms, such us reject and neglect [28]. Aku was of the view that ''discrimination against disabled women begins right from childhood'', and she made it known that ''disabled girls are often rejected by their fathers and left in the care of mothers and grandmothers''.…”

Section: Experiences Of Social Abusementioning

confidence: 99%

“…Social, physical, sexual and verbal abuse are different but interconnected forms of abuse experienced by disabled women in Ghana. While social abuse, including discrimination, neglect, isolation and restrictions on movement, may be understood as actions that limit the participation of disabled people in most aspects of social life, physical abuse takes the form of assaults on individuals [28]. Fitzsimons [29] explained that physical abuse is a deliberate act that causes pain, injury, or physical suffering or harm, while sexual abuse involves unwanted sexual touching, peeping, verbal intimidation or rape [5].…”

Section: Introductionmentioning

confidence: 99%

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Abuse of physically disabled women in Ghana: its emotional consequences and coping strategies

Kassah¹,

Kassah²,

Agbota

2013

Disability and Rehabilitation

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Disabled women in Ghana still face various forms of abuse that appear to be generally accepted because of cultural beliefs and norms, and they employ various strategies to cope with abuse and sustain their female identity. There is the need for awareness programmes at all societal levels to eradicate prejudices and practices that expose disabled women to abuse. Implications for Rehabilitation The rehabilitation of abused disabled women should include empowering processes that enable them to overcome abusive relationships. The dignity of abused disabled women can be restored by increasing their access to rehabilitation facilities. Cultural stereotypes that legitimate abuse should be addressed in efforts to rehabilitate abused, disabled women. Abused, disabled women may increase their female identity when they engage in rehabilitation processes such as networking and participation in full-time work.

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Section: Experiences Of Social Abusementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Abuse of physically disabled women in Ghana: its emotional consequences and coping strategies

Kassah¹,

Kassah²,

Agbota

2013

Disability and Rehabilitation

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“…These items were: 'I do not feel comfortable around people with disabilities' and 'I am afraid to look at a person with a disability straight in the face'. The other two statements were self-developed based on how people feel getting closer to people with disabilities in Africa (Botts & Owusu, 2013;Dart, 2006;Kassah et al, 2012) and Asian and Middle East countries (Dhungana, 2006;Gaad, 2004). These items were: 'I find it difficult to relate with students with disabilities and special needs' and 'Disabilities can be transmitted by bodily contact'.…”

Section: Methodsmentioning

confidence: 99%

“…Consequently, in Ghana children with disabilities are often killed or isolated in rooms, hidden from public view by their families or kept in institutions secluded from mainstream society, such as religious camps and residential special schools. These beliefs have resulted in the derogatory labelling, stigmatisation, discrimination and social exclusion of persons with disabilities in all aspects of life, human rights abuses and the segregation of children with disabilities into residential special schools (Agbenyega, 2003(Agbenyega, , 2007Anthony, 2011;Avoke, 2001Avoke, , 2002Botts & Owusu, 2013;Dart, 2006;Kassah, Kassah, & Agbota, 2012;UNESCO, 1988). Those in regular schools are mistreated by their teachers and other students; they are labelled as stubborn, lazy, wayward, stupid, idiotic and blockheaded in classrooms characterised by excessive corporal punishment such as caning, knocking, ears pulling and pinching (Agbenyega, 2003).…”

mentioning

confidence: 99%

A cross-sectional study of pre-service teachers’ views about disability and attitudes towards inclusive education

Nketsia¹

2016

IJRSE

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Teachers' attitudes towards students with disabilities and special educational needs (SEN) and their inclusion in regular education classrooms have been internationally identified as a key factor in the implementation of inclusive education. In this study, 501 participants representing a cross-section of pre-service teachers from three public colleges of education in Ghana were surveyed about their views regarding disability, level of discomfort interacting with people with disabilities and attitudes towards inclusive education. The results indicate that the pre-service teachers understood disability as an interaction between biological and environmental factors and felt comfortable interacting with people with disabilities. However, their attitudes towards inclusive education were imperceptibly positive, with some being predisposed to cultural and religious beliefs about disability. The results are discussed in relation to the impact of background variables and the range of factors that can improve pre-service teachers' attitudes towards inclusive education.

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“…In the Ghanaian context, persons with disabilities continue to experience hardship and are largely unemployed and rendered dependants in society (Kassah, Kassah, & Agbota, , Kassah et al, ; Naami, Hayashi, & Liese, ; Opoku, Mprah, Dogbe, et al, ; Opoku et al, ). This raises the need for government to design sustainable programmes for persons with disabilities.…”

Section: Introductionmentioning

confidence: 99%

Sustainable employment opportunities for persons with disabilities in Ghana: Exploring perceptions and participation in agriculture

et al. 2018

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Unemployment and the corollary of poverty among persons with disabilities have been well explored in the literature. As part of its global efforts to eradicate poverty, the United Nations, through its sustainable development goals, has urged countries to create economic opportunities for all persons to participate in income-generating activities. In Ghana, agriculture has been described as the backbone of the economy and the main source of employment and livelihood for many. However, it appears that policymakers are yet to explore how agriculture could create sustainable employment opportunities for persons with disabilities. This study makes a major contribution to research on the eradication of poverty among persons with disabilities by exploring their participation and experiences in agriculture-related activities. One-on-one interviews and focus group discussions were conducted with 19 persons with disabilities from three communities in a district in Ghana. A recurrent theme was that agriculture was a way through which the Ghanaian government could create employment for persons with disabilities. However, the participants recounted formidable barriers that affect their participation in agriculture: lack of land, funds and farming tools, and negative attitudes. These findings highlight the need for policymakers to engage with persons with disabilities to identify possible ways to assist their participation in agriculture.

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Abuse of disabled children in Ghana

Cited by 65 publications

References 6 publications

Abuse of physically disabled women in Ghana: its emotional consequences and coping strategies

Abuse of physically disabled women in Ghana: its emotional consequences and coping strategies

A cross-sectional study of pre-service teachers’ views about disability and attitudes towards inclusive education

Sustainable employment opportunities for persons with disabilities in Ghana: Exploring perceptions and participation in agriculture

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