Abstract:
The purpose of this study was to ascertain teachers’ views on vocational training
programmes for students with intellectual disabilities in Catholic Special Vocational
School, Fijai-Takoradi in the Western Region of Ghana. The study employed a case study
as it design and the approach was based on qualitative research methodology. Four
research questions were raised to guide the study. The instruments were made up of
observation; documentation and semi-structured interview to gather data for the study.
The population made up of nine were used for the study was the entire school staff
comprised of the headmistress, three special educators and five vocational instructors.
Purposive sampling technique was used for the selection of the participants for the study.
Data analysis was done using content analysis based on the various themes gleaned from
the strands. The sample size involved the entire element of the population. The results of
the study revealed that even though, there were different types of vocational programmes
planned in the curriculum for the students with intellectually disability, they were very
few and provided limited opportunities for the students to choose from. Also, there was
ill preparation towards the teaching of the vocational programmes. Thus, there was no
transition going on since most of the students had been in the school for years without
acquiring the needed vocational skills for graduating. Analyses of study revealed a
number of findings that have implications for the vocational training programmes for
students on transition, in the light of which, some recommendations are made.
Description:
A THESIS IN THE DEPARTMENT OF SPECIAL EDUCATION, FACULTY OF
EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL OF GRADUATE
STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL
FULFILMENT OF THE REQUIREMENTS FOR AWARD OF THE MASTER OF
PHILOSOPHY (SPECIAL EDUCATION) DEGREE.