An evaluation of vocational programmes and transitional arrangements in two special schools for students with intellectual disability in Ghana

Abstract

The study was a descriptive survey that investigated vocational programmes offered in two special schools for individuals with intellectual disability in Ghana, and the transitional processes available in the schools to facilitate smooth movement of such individuals from school to the world of work. The problem was concerned with students who have gone through one vocation or the other and seemed unprepared to meet life demands after school. Forty teachers were sampled to complete a questionnaire designed on the topic. The study found that the special schools offer vocational course in ten main areas including, poultry, batik/tie dye, basketry, woodwork, dressmaking, hairdressing, envelope making, gardening, bead making and door mat weaving. It was also found out that, most of the vocational courses were taught in classrooms, except in Three Kings Special School where only one workshop exists for batik/tie and dye. Lastly, even though students acquire sufficient skills in the schools before graduating, there has never been any transitional programme that links students to the world of work. It was therefore recommended that, training facilities such as sheltered workshops should be made available in the special schools. Also, training requirements, materials and logistic should be regularly supplied to the special schools to enhance training. It was also suggested that future studies be conducted to explore ways of enhancing and promoting appropriate vocational and transitional programmes in special schools in Ghana.