Development and implementation of individualised education programme for learners with intellectual disabilities in basic schools In Central Region, Ghana

Abstract

The purpose of this study was to investigate the development and implementation of individualised education programme for learners with intellectual disabilities in basic schools in the Central Region of Ghana. An explanatory mixed method design was adopted using a sample of 30 special education teachers and 30 general education teachers from nine basic schools in the Central Region of Ghana. Purposive sampling technique was used to select nine schools, while convenience sampling technique was used to select the actual respondents for the study. Questionnaire and focus group interview guide were used to gather data for the study. Data from the questionnaire were analysed using percentages and frequencies whilst qualitative data was analysed using the thematic approach. The study revealed that some special education teachers could develop and implement Individualised Education Programme (IEP). However, some special educators and majority of the general education teachers could not develop and implement IEPs in the schools due to inadequate knowledge, competency, resources and contribution from other professionals. Also, teachers had challenges with collecting assessment data, IEP format, time and overcrowded classes that affected IEP implementation. For teachers to effectively implement IEPs, there is the need for pre- and in-service training on IEP, and human and material resources to be available.