Abstract:
This study sought to investigated stakeholders’ involvement in education of children
with intellectual disabilities (IDs). A sample size of one 100 stakeholders out of the
population of 150 from four schools for children with intellectual disabilities in
Western, Central and Eastern Region of Ghana. The study employed mixed method
involving the use of explanatory sequential design. Data were collected using close ended questionnaire and a structured interview guide. Data from questionnaires were
analyzed using frequencies, percentages and tables. Findings from the study revealed
that major stakeholders in the education of children with intellectual disabilities in
Ghana, such as parents/guardians, teachers, head teachers, governmental agencies
(educational directors), and the community play a major role in the education of
children with intellectual disabilities. The research also found that few parents were
engaged in addressing administrative matters which affected their wards’ education.
Finally, it was revealed that special schools in Ghana lack adequate infrastructure to
support learners’ instructions. Since the research could not find out the strategies that
could be adopted to improve stakeholders’ involvement in education of children with
intellectual disabilities, it is recommended that future researchers should look at
strategies to improve stakeholders’ involvement in education in ID schools in Ghana.
Description:
A thesis in the Department of Special Education,
Faculty of Education, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Special Education)
in the University of Education, Winneba
