Educational provisions for learners with Down syndrome in Effiduase-Ashanti

Abstract

This study examined the educational provisions provided by behavioural specialists (special educators) for learners with Down syndrome at the unit school in Effiduase-Ashanti, Ghana. Despite inclusive education policies, a critical gap exists in understanding how specialists navigate resource scarcities and the limitations of multidisciplinary collaboration in peri-urban settings. This study was necessitated by the need to identify these provision gaps to inform more effective local educational interventions. Adopting a qualitative paradigm with a multi-method research design while using phenomenological approach, data were collected from three specialist facilitators using semi-structured interviews and analyzed interpretively. Findings revealed that, facilitators relied on rigorous improvisation due to severe inadequacies in both human and material resources. Furthermore, the Individualised Educational Programme (IEP), which ideally requires a multidisciplinary team, was limited to facilitators and parents, excluding key professionals. Such gaps hampered the progression of learners toward eventual self-actualization. This study concluded that, educational provisions for learners with Down syndrome at the Methodist Basic Unit School are currently inadequate due to a significant gap between policy and classroom practice. The evidence showed that, these provisions are hindered by a lack of multidisciplinary collaboration in IEP development and a severe shortage of specialized material and human resources. To bridge this gap, the study advocates for mandated multidisciplinary IEPs, the provision of multi-sensory resources, and regular in-service training. Ensuring these specific provisions are in place is essential for the functional independence and equitable educational outcomes of these learners.