Abstract:
The purpose of the study was to explore the level of social inclusion of pupils with
intellectual disabilities at Adukrom Methodist Basic School in the Eastern Region of
Ghana. Qualitative method and case study were used to guide the study. The sample
size for the study was 21 students with intellectual disabilities, and data were
collected using interview and observation. The purposeful sampling technique was
used to select the sample size. Data were analyzed using themes and data from the
respondents. The results of the study showed that pupils with intellectual disabilities
were averagely involved in social activities. The major approaches teachers used to
promote social interactions among pupils with and without intellectual disabilities
were sports and games, and music and dance. The major factors that affected effective
social inclusion were inadequate sports facilities, inadequate special needs teachers,
perception and attitudes of some teachers in the school. It was recommended that
teachers with special educational needs background should organize sensitization
programmes for other teachers in the school. In addition, the school administration
and opinion leaders connected with the school must appeal to the Ghana Education
Service and other non-governmental organizations for appropriate sports facilities,
and suitable teaching and learning resources.
Description:
A thesis in the Department of SPECIAL EDUCATION, Faculty of
EDUCATIONAL STUDIES, submitted to the school of Graduate Studies
of the University of Education, Winneba, in partial fulfillment of the
requirement for the award of the Degree of Master of Philosophy in
Special Education of the University of Education, Winneba.
MAY, 2017
