Access and Enrolment of Children With Intellectual Disability in Selected Special Schools in Ghana

ABSTRACT

This study was conducted to examine how access and enrollment were ensured for children with intellectual disabilities with particular reference to children with mental retardation in Ghana. It was a descriptive survey where a cross-sectional research design was adopted. The problem of the study was that there was a general lack of access to education for children with intellectual disability resulting in minimal enrollment for these children in Ghana. Five research questions were raised and one hypothesis was posed. The significance of the study was that the results of the research helped to identify factors that influenced special education provision for children with intellectual disability in Ghana. The population of the study was teachers teaching in seven residential special schools, one non-residential special school, six special units, and eight parents. These were chosen using non-probability sampling techniques. Purposive sampling technique was used for teachers in the pilot study and for the main study the convenient sampling technique was used. Close-ended questionnaire in the form of likert scale was used for teachers. Also a semi-structured interview was carried out for parents. The statistical techniques used to analyze data collected were percentages and chi square. The results showed that the residential special schools had remained the only means of access resulting in limited enrollment in schools for a majority of children with intellectual disability in Ghana. Recommendation therefore, was that since the special schools remain as the only means of access and enrollment, there is the need to restructure the regular school system to ensure equal access to education for these children. This is all about inclusive planning.