Abstract:
The focus of the study was on how the curriculum pursued in special schools in
Ghana influence the lives of individuals with intellectual disabilities. There have been
great concerns regarding the growth and development of persons with intellectual
disabilities in the society. Among many issues, one important determining factor for their
development both in and out of school relates to what persons with intellectual
disabilities are taught. The study employed 35 teachers and 30 parents of persons with
intellectual disabilities in three selected special school in Accra namely - Dzorwulu,
Castle Road and New Horizon. In all, 65 individuals participated in the study completing
a close-ended questionnaire. The study revealed that the curriculum supports the
development of daily living skills, motor skills, social skills and prevocational skills. It
provides the impetus for teachers to help train persons with intellectual disabilities in
these skills. However, to promote the onward learning of these skills, there is the need for
task analyzing and making the lessons more activity based. Also, training should be
directed toward preparing them for future vocations and employment.
Description:
A Dissertation in the Department of Special Education, Faculty of
Education, submitted to the School of Graduate Studies, University of
Education, Winneba in partial fulfilment of the requirements for the
award of Master of Education (Special Education) degree.
DECEMBER, 2014
