Analysis of stakeholders’ involvement in the education of children with intellectual disabilities in Ghana

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.