Mapping the evidence-based research on Ghana’s inclusive education to policy and practices: a scoping review

Opoku, Maxwell Peprah; Rayner, Christopher; Pedersen, Scott J.; Cuskelly, Monica

doi:10.1080/13603116.2019.1600055

Cited by 27 publications

(22 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, further evidence is needed for the finding in the present study; future studies could consider examining the endorsement and attitudes towards this suggestion (of adding social care to teachers' roles) among a large sample of teachers in Ghana. The evidence from such future studies could help explore the boundary between the performance of core academic roles and the provision of social care by teachers; the evidence could also help address the potential concern of this suggested additional role creating an extra burden for teachers in schools that are acutely understaffed but with larger class sizes and increasing student populations [66].…”

Section: Discussionmentioning

confidence: 99%

Adolescents at risk of self-harm in Ghana: a qualitative interview study exploring the views and experiences of key adult informants

2020

View full text Add to dashboard Cite

Background In Ghana, rates of self-harm in young people are as high as they are in high income countries. Self-reported interpersonal, familial and societal stressors form the most important background, and self-harm is seen by young people as a way of responding to that stress. In the present study, we obtained the views of key adult informants about self-harm among adolescents in Ghana – what they thought as possible reasons for self-harm in young people and what actions might be needed at an individual or population level to respond to the problem. Methods We interviewed face-to-face 11 adults, using a semi-structured interview guide. We used an experiential thematic analysis technique to analyse the transcribed interviews. Results The analysis identified five themes: “underestimating the prevalence of self-harm in adolescents”, “life on the streets makes self-harm less likely”, “self-harm in adolescents is socially and psychologically understandable”, “ambivalence about responding to adolescent self-harm”, and “few immediate opportunities for self-harm prevention in Ghana”. Adolescent self-harm was acknowledged but its scale was underestimated. The participants offered explanations for adolescent self-harm in social and psychological terms that are recognisable from accounts in high income countries. Low rates among street-connected young people were explained by their overarching orientation for survival. Participants agreed that identification was important, but they expressed a sense of inadequacy in identifying and supporting adolescents at risk of self-harm. Again, the participants agreed that self-harm in adolescents should be prevented, but they recognised that relevant policies were not in place or if there were policies they were not implemented – mental health and self-harm were not high on public or political priorities. Conclusions The adults we interviewed about young people who self-harm see themselves as having a role in identifying adolescents at risk of self-harm and see the organisations in which they work as having a role in responding to individual young people in need. These are encouraging findings that point to at least one strand of a policy in Ghana for addressing the problem of self-harm in young people.

show abstract

Section: Discussionmentioning

confidence: 99%

Adolescents at risk of self-harm in Ghana: a qualitative interview study exploring the views and experiences of key adult informants

2020

View full text Add to dashboard Cite

show abstract

“…The results suggest that students' attitudes towards peers with ASD may not depend on the support initiatives or steps taken by school leaders to promote the acceptance of students with ASD in regular classrooms. This is possible because, in the Ghanaian context, there is a lack of resources and poor interventions in schools to promote inclusive practises (Opoku et al, 2021 ). Clearly, school leaders and teachers could probably not create an environment conducive to the participation of all students (Mantey, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

The Interaction Between Typically Developing Students and Peers With Autism Spectrum Disorder in Regular Schools in Ghana: An Exploration Using the Theory of Planned Behaviour

Opoku

Nketsia

et al. 2021

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

The purpose of this study is to assess the intention of typically developing peers towards learning in the classroom with students with Autism Spectrum Disorder (ASD). In developing countries, such as Ghana, the body of literature on the relationship between students with disabilities and typically developing peers has been sparsely studied. Using Ajzen's theory of planned behaviour as a theoretical framework for this study, 516 typically developing students completed four scales representing belief constructs, attitudes, subjective norms, and perceived behavioural controls (self-efficacy), hypothesised to predict behavioural intention. The data were subjected to a t-test, analysis of variance, and structural equation modelling. The modelling confirmed the combining ability of attitude, subjective norms, and perceived behavioural controls to predict intention. We conclude by revealing the need for policymakers to consider designing programmes aimed towards promoting social relationships between students with ASD and typically developing peers.

show abstract

“…Although the teachers reported positive experiences of teaching students with ID, especially when the students were able to grasp the concepts being taught, they had difficulty managing challenging behaviors. In another qualitative study, (Opoku et al, 2019b(Opoku et al, , 2019c studied the preparedness of secondary school mathematics teachers in teaching students with DS. Although the teachers accepted the idea of practicing inclusive education, they claimed that they lacked learning materials, pedagogical skills, and assistance from special educators to support students with DS in regular classrooms.…”

Section: Research Contextmentioning

confidence: 99%

Predictors of the Attitudes of Preservice Teachers Toward Teaching Students With Down Syndrome in Regular Schools in Ghana

Opoku

Nketsia

Odame

et al. 2021

Policy Practice Intel Disabi

Self Cite

View full text Add to dashboard Cite

While research suggests that the inclusion of students with Down syndrome (DS) in regular classrooms has a positive impact on their learning, in general, a supportive teacher with a positive attitude is fundamental in shaping these students' school experiences. In Ghana, despite a large number of children with DS, there is little research exploring preservice teachers' attitudes toward including students with DS in regular schools. In this study, we recruited preservice teachers from teacher training institutions to understand the predictors of their attitudes toward teaching students with DS in regular classrooms. Using the revised Sentiment, Attitude, and Concern about Inclusive Education scale (SACIE-R), 855 preservice teachers were recruited from three colleges of education (n = 524) and two campuses of a public university (n = 331). Although the preservice teachers were ambivalent about teaching students with DS, several demographic variables-such as preservice training in inclusive education, practice experience, and confidence teaching students with disabilities-emerged as significant predictors of attitudes. The study limitations, recommendations for future research and implications for policymaking are discussed.

show abstract

Mapping the evidence-based research on Ghana’s inclusive education to policy and practices: a scoping review

Cited by 27 publications

References 26 publications

Adolescents at risk of self-harm in Ghana: a qualitative interview study exploring the views and experiences of key adult informants

Adolescents at risk of self-harm in Ghana: a qualitative interview study exploring the views and experiences of key adult informants

The Interaction Between Typically Developing Students and Peers With Autism Spectrum Disorder in Regular Schools in Ghana: An Exploration Using the Theory of Planned Behaviour

Predictors of the Attitudes of Preservice Teachers Toward Teaching Students With Down Syndrome in Regular Schools in Ghana

Contact Info

Product

Resources

About