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Social inclusion of children with intellectual disabilities in Accra, Ghana: Views of parents/guardians and teachers

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  • Hervie, Vyda Mamley

Abstract

Guided by Bronfenbrenner (1979) ecological systems theory, this study examined social inclusion for children with intellectual disabilities from the perspectives of parents, guardians and teachers in Accra, Ghana. The goal of the study was to explore perspectives of parents, guardians, and teachers regarding social inclusion for children with intellectual disabilities in Ghanaian society. The objectives were to explore (a) beliefs about intellectual disabilities among parents/guardians and teachers in selected schools in the Greater Accra region of Ghana (b) challenges encountered by parents/guardians of children with intellectual disabilities in Accra, Ghana and (c) benefits of special education for children with intellectual disabilities in Accra, Ghana.

Suggested Citation

  • Hervie, Vyda Mamley, 2023. "Social inclusion of children with intellectual disabilities in Accra, Ghana: Views of parents/guardians and teachers," Children and Youth Services Review, Elsevier, vol. 147(C).
    • Handle: RePEc:eee:cysrev:v:147:y:2023:i:c:s0190740923000403
    DOI: 10.1016/j.childyouth.2023.106845
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    References listed on IDEAS

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    1. Kimber Bialik & Manel Mhiri, 2022. "Barriers to employment for people with intellectual disabilities in low‐ and middle‐income countries: Self‐advocate and family perspectives," Journal of International Development, John Wiley & Sons, Ltd., vol. 34(5), pages 988-1001, July.
    2. Trani, Jean-Francois & Moodley, Jacqueline & Anand, Paul & Graham, Lauren & Thu Maw, May Thu, 2020. "Stigma of persons with disabilities in South Africa: Uncovering pathways from discrimination to depression and low self-esteem," Social Science & Medicine, Elsevier, vol. 265(C).
    3. Azigwe, J.B. & Kyriakides, L. & Panayiotou, A. & Creemers, B.P.M., 2016. "The impact of effective teaching characteristics in promoting student achievement in Ghana," International Journal of Educational Development, Elsevier, vol. 51(C), pages 51-61.
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