The experiences of teachers of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana

Abstract

Although inclusive education is the best form of education for all children including those with disabilities, children with intellectual and developmental disabilities (IDD) in developing contexts such as Ghana are often educated in segregated settings or institutionalised. An understanding of teachers’ experiences with children with IDD in inclusion can inform strategies for more effective inclusive systems for children with IDD. We analysed the interview data from 16 general and two special educators who teach children with IDD. Participants shared their positive and negative experiences of educating children with IDD in inclusive schools in Accra, Ghana. Participants also shared their suggestions of classroom practices and learning strategies that might further facilitate inclusion of children with IDD in Ghana in the future. Identifying and addressing factors accounting for participants’ negative experiences while supporting and encouraging positive experiences may create more conducive spaces for accommodation of diversity and improvement of outcomes for children with IDD.

Bronfenbrenner's theory and teaching intervention: The case of student with intellectual disability

“…Based on the case study, it was found that at the microsystem level, and in particular, the binary relationship between teacher of special education and the mentally disabled student, the differentiated material contributed positively to the student's active participation in the syllabus (literacy curriculum) (Drossinou -Korea & Panopoulos, 2017). At the mesosystem level, it has been observed that special education teacher and collaboration with other adults is an essential prerequisite for effective teaching intervention (Okyere, Aldersey, & Lysaght, 2019). For example, in the present study the special education teacher worked with the school staff to shape the pupil's school history background and came into contact with her general teacher in order to set a common teaching objective and teaching steps for the History lesson which would be taught.…”

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

“…In Ghana, only a few studies have explored the attitudes of teachers toward specific disabilities. For instance, Okyere, Aldersey, and Lysaght (2019) conducted a qualitative study on the experiences of teachers teaching students with ID in regular classrooms in Ghana. 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.…”

The perception of foreign language students toward the implementation of inclusive education

“…In China, improving inclusive education became the significant attention in China's educational system (Zhang, Rosen, Cheng, & Li, 2018). In Ghana, the government has committed to providing equal education opportunities for children with disabilities by implementing inclusive education (Okyere, Aldersey, & Lysaght, 2019). United States accepted inclusive education among the U.S general and special teachers, disability activists, and parents of children with disabilities (Tahir, Brian, & Michael, 2019) In Indonesia, inclusive education started with the trials in the year 1998-2001 in several Yogyakarta areas (Rasmitadila & Tambunan, 2018).…”

“…One way to maximize inclusive education is by investigating students' perceptions with disabilities and regular students. It reflects how the government should develop inclusive education in the future from students who have been previously taken apart in inclusive education (Okyere et al, 2019). Investigating students also describe how students feel included in inclusive education and examine a new and innovative way to improve inclusive education (Schwab, Sharma, & Loreman, 2018).…”