Teachers’ views on vocational training programmes for students with intellectual disabilities in Catholic special vocational school Fijai -Takoradi in Western region, Ghana.

Abstract

The purpose of this study was to ascertain teachers’ views on vocational training programmes for students with intellectual disabilities in Catholic Special Vocational School, Fijai-Takoradi in the Western Region of Ghana. The study employed a case study as it design and the approach was based on qualitative research methodology. Four research questions were raised to guide the study. The instruments were made up of observation; documentation and semi-structured interview to gather data for the study. The population made up of nine were used for the study was the entire school staff comprised of the headmistress, three special educators and five vocational instructors. Purposive sampling technique was used for the selection of the participants for the study. Data analysis was done using content analysis based on the various themes gleaned from the strands. The sample size involved the entire element of the population. The results of the study revealed that even though, there were different types of vocational programmes planned in the curriculum for the students with intellectually disability, they were very few and provided limited opportunities for the students to choose from. Also, there was ill preparation towards the teaching of the vocational programmes. Thus, there was no transition going on since most of the students had been in the school for years without acquiring the needed vocational skills for graduating. Analyses of study revealed a number of findings that have implications for the vocational training programmes for students on transition, in the light of which, some recommendations are made.