Efficacy of Vocational Training as an Integral Part of Entrepreneurship Education as a Transition Programme for Persons with Intellectual Disability in Oyo State

Abstract

Entrepreneurship education no doubt has been accepted as a vital tool in the education of persons with intellectual disabilities as it forms the major objective of their education. It is a system through which pupils with intellectual disabilities could be well rehabilitated appropriately in the area of academic, social, vocation, personal and psychologically. This paper attempts to review the place of entrepreneurship education in the education of persons with intellectual disabilities and also examine to what extent the policy provision for entrepreneurship education has been achieved in the schools for persons with intellectual disabilities with suggestions and recommendations that will better enhance the full implementation of entrepreneurship education in these special schools for optimum success and self-sustenance.

A Scoping Review of Empirical Literature on People with Intellectual Disability in Nigeria

“…This theme reports on findings related to aspects of young peoples' education for adult living: improving English language comprehension, social skills and the need for entrepreneurship skills for people with ID in Nigeria. Four papers, i.e., [40][41][42][43], included findings related to this theme. Eni-Olorunda and Adediran [40] compared two experimental interventions (audio-taped and individualised instruction and a control group receiving education as usual) for improvement in English language comprehension in pupils with ID.…”

“…Isawumi and Oyundoyin [42] found a wide variety of independent variables, such as "parental educational qualification, parent employment, attitude of fellow students, teacher's attitude, school library and sport facilities", that correlated significantly with social skill deficits among students with ID. The participants in Olufemi et al [43] found that students with ID and/or their teachers thought that persons with ID needed education in entrepreneurship skills and, following such education, that jobs needed to be provided for persons with ID.…”

“…The sample [43] also thought that the facilities, infrastructure and financial support from the government were not adequate at schools for pupils with ID.…”

“…Four papers [40][41][42][43] examined the social, school environment factors contributing to social development and language comprehension, as well as entrepreneurship training of people with ID.…”

“…The sample participants included parents and siblings of people with ID, i.e., [28,[30][31][32][33]. Eight papers [34][35][36][37][38][39][40][41] included children and young people with ID, and the remaining two papers [42,43] included teachers without ID. Two [28; 33] of the fifteen included studies utilised qualitative methods but Ajuwon [28] did not clearly describe the method used.…”