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ERIC Number: EJ1173023
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1034-912X
Children with Intellectual Disabilities and Special School Education in Ghana
Kassah, Bente Lilljan Lind; Kassah, Alexander Kwesi; Phillips, Deborah
International Journal of Disability, Development and Education, v65 n3 p341-354 2018
Even though Ghana has embraced international calls for mainstream education, many children with intellectual disabilities still receive education in segregated special schools. This article discusses the views of seven informants on the importance of special schools in Ghana. After securing the consent of our informants, we conducted in-depth qualitative interviews, transcribed and subjected the data to thematic analysis. The following views on the education of children with intellectual disabilities in special schools emerged; availability of dedicated teachers, variations in learning activities, playing the preparatory role, inclusion on their premises, discrimination and cultural stereotypes. The findings indicate that special schools still play important roles in the education of children with intellectual disabilities in Ghana.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana
Grant or Contract Numbers: N/A