Discrimination against children with disabilities in mainstream schools in Southern Ghana: Challenges and perspectives from stakeholders

Mantey, Efua Esaaba

doi:10.1016/j.ijedudev.2017.02.001

Cited by 43 publications

(33 citation statements)

References 6 publications

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“…Ten years later, Basel Missionaries officially started the school for the blind and the visually impaired at Begro and Akropong in 1946 in the Eastern Region of Ghana following the initiative of Reverend Haker. Available records indicate that these schools adopted different materials for teaching such as the Braille and the typewriter machines but were made to follow the curriculum of regular education (Mantey, 2017;Mfum-Mensah, 2004).…”

Section: Evolution Of Visually Impaired Education In Ghanamentioning

confidence: 99%

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Headmasters as Technological Leaders in Implementing ICT in the Schools for the Blind: A Content Analyses on Contextual Literatures of Ghana

Lanbon¹,

Lee²,

Siaw³

2020

IOJEL

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Schools for the blind in Ghana started teaching and learning of Information and Communication Technology (ICT) a little over a decade ago. Even though the visually impaired students are able to pass their ICT exams each year, headmasters continue to lament over challenges affecting the smooth learning of the subject. The objective of the paper is to explore the role of headmasters as technology leaders in addressing these learning challenges in the schools for the blind. This paper is written as a result of content analyses from contemporary and contextual literatures on the subject matter. It first highlights both the opportunities and challenges of teaching ICT to the visually impaired. Secondly, the review also led to two pressing challenges; inadequacies of headmasters and teachers' knowledge on Assistive Technology (AT) and the inadequacies of supply of these technologies. Thirdly, the government of Ghana's support on ICT education lacks concentration on the schools for the blind. Even though Evidence-Based Teaching and promoting learning without borders through ICT mediated instructions are some of the most effective strategies used in other schools for the blind elsewhere, headmasters and their teachers in Ghana are yet to adopt these approaches in the schools for the blind. As an implication, it is speculated that the role of headmasters in the schools for the blind has not gone beyond the routine monitoring and supervision of school activities to complex decision making and problem-solving as technological leaders. Hence, this paper highlights both the theoretical and practical gaps for future studies.

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Section: Evolution Of Visually Impaired Education In Ghanamentioning

confidence: 99%

“…These individuals have shown that disability is not an inability (Nkansah & Unwin, 2010). However, the schools for the blind still face a lot of challenges in teaching and learning of ICT (Agangiba, Nketiah, & Agangiba, 2017;Mantey, 2017).…”

Section: Introductionmentioning

confidence: 99%

Headmasters as Technological Leaders in Implementing ICT in the Schools for the Blind: A Content Analyses on Contextual Literatures of Ghana

Lanbon¹,

Lee²,

Siaw³

2020

IOJEL

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“…To ignore the existence of people because of their race, ethnicity, gender, or any cultural group membership, not to make eye contact with them, to prevent them from accessing some opportunities, to support traditional racism or anti-immigration policies are examples of such negative behavior (Al Ramiah, Hewstone, Dovidio & Penner, 2010). Despite a more sensitive and tolerant approach is adopted today towards many cultural groups that have clearly been discriminated, ostracized and ill-treated in the past, researches show that discriminatory practices towards some groups (women, social classes, ethnic, racial and religious minority groups) are still valid (Carliner, Sarvet, Gordon & Hassin, 2017;Hood, Bradley & Ferguson, 2017;Layton & Smith, 2017;Mantey, 2017). Individuals exposed to discrimination have to cope with the resulting psychological and physical health problems (Schmitt, Branscombe, Postmes & Garcia, 2014;Schunck & Reiss, 2015;Vauclair , Marques, Lima, Abrams, Swift & Bratt, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…It has been shown that education, together with politics, business life, society and family life, is one of the areas in which discriminatory behavior is valid (English, Lambert & Ialongo, 2016;Esen, 2013;Hood, Bradley & Ferguson, 2017;Umana-Taylor, Wong, Gonzales & Dumka, 2012). Students are exposed to discriminatory behaviors and practices at school from other students, teachers and other school personnel (Mantey, 2017). Discrimination in schools can be seen in the forms of unfair punishment of students due to a certain cultural group membership, preventing access to academic resources, giving them bad names, using humiliating language or making unfair evaluations (Byrd & Andrews, 2016).…”

Section: Introductionmentioning

confidence: 99%

Discriminatory attitudes relationship to attachment styles, selfconstrual and sociodemographic variables in university students

Aydın

2017

PROSOC

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Forms of discrimination such as racism, homophobia, and sexism have been negatively affecting the individuals that are being exposed to these both in daily life and in public aspect. In this study, the relationship between discriminatory attitudes, attachment styles, self-construal and sociodemographic variables were examined. Differences in discriminatory attitudes in terms of gender and class level variables were also investigated. The sample of the study consisted of 279 university students attending the different departments of a faculty of education in a public university in Turkey. The data were collected with Sociodemographic Data Form, Discriminatory Attitudes Scale, Relational, Individual and Collective Self-Aspects Scale and Relationship Scales Questionnaire. The data were analyzed via SPSS software. According to the results of the study, homosexual discrimination is significantly and positively related to relatedness sub-scale of Self-Aspects Scale. Discrimination against woman was found as significantly and positively related to secure attachment style, on the other hand secure attachment style was found as significantly and negatively related to discrimination against foreigners. The sociodemographic variables like religiosity, political ideology, the level of contact with different cultures and a number of the books read within a year were found as significantly related to discriminatory attitudes. Also, differences in discriminatory attitudes by gender and class level were found. In relation with these findings, suggestions for further studies were presented. Keywords: discrimination; discriminatory attitudes; university students; education;

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“…Ghana is an example of a low- or middle-income county where such barriers prohibit individuals with ASD from accessing treatment and other related support services (Anthony, 2009). Although efforts have been made to improve educational and ABA services, many of these children are excluded from any form of education (Mantey, 2017). Statistics indicate that only 3% of children with disabilities in Ghana receive any educational supports (Nketsia et al, 2016).…”

mentioning

confidence: 99%

Culturally Focused Classroom Staff Training to Increase Praise for Students With Autism Spectrum Disorder in Ghana

Knochel

Blair

Sofarelli

2020

Journal of Positive Behavior Interventions

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This study examined the impact of culturally focused classroom staff training on delivery of praise and its collateral effects on student on-task behavior. Training involved self-monitoring and performance feedback to promote staff delivery of culturally adapted praise to students. Four classroom staff and four students with autism spectrum disorder (ASD) in Ghana participated in the study. The outcomes of the study were evaluated using a concurrent multiple baseline across participants (dyads) design with an ABC sequence. Results indicated that staff training using self-monitoring and performance feedback procedures successfully increased staff delivery of behavior-specific praise, but the procedures did not produce desired student outcomes. Culturally relevant adaptations to the topography of praise and implementation support were necessary to improve on-task behavior. This experiment provides an impetus for further examination of how common behavior-analytic training procedures can be culturally adapted for children with ASD in non-Western contexts.

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Discrimination against children with disabilities in mainstream schools in Southern Ghana: Challenges and perspectives from stakeholders

Cited by 43 publications

References 6 publications

Headmasters as Technological Leaders in Implementing ICT in the Schools for the Blind: A Content Analyses on Contextual Literatures of Ghana

Headmasters as Technological Leaders in Implementing ICT in the Schools for the Blind: A Content Analyses on Contextual Literatures of Ghana

Discriminatory attitudes relationship to attachment styles, selfconstrual and sociodemographic variables in university students

Culturally Focused Classroom Staff Training to Increase Praise for Students With Autism Spectrum Disorder in Ghana

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