Abstract:
This study described the experiences of pupils with physical disabilities in
three basic schools in the Assin South District in the Central Region of Ghana. Three
research questions guided the study. The study employed the phenomenological
design which made use of the semi-structured interview guide to solicit for
information from participants. A sample of 9 participants were purposively sampled
from the Assin South District. Data from the study was analysed through the thematic
approach. The findings revealed that pupils with physical disabilities had a poor social
interaction with peers as their interaction was centred on peers in their neighbourhood
and those who offered help. The relationship that existed between teachers and
students with the disability was a fair one which accounted for improved attendance
and academics of pupils. Pupils also had difficulties engaging in some academic
activities as a result of not being regular to school, low self-esteem and lack of
customized furniture. It was recommended that school authorities should create
opportunities for pupils with physical disabilities to socialize with their peers. Also,
extra tuition and counselling should be provided to pupils to improve on their
academics skills
Description:
A Dissertation in the Department of SPECIAL EDUCATION, Faculty of
EDUCATIONAL STUDIES submitted to the School Graduate Studies, University
of Education, Winneba, in partial fulfilment of the requirement for the award of
Degree of MASTER OF PHILOSOPHY, SPECIAL EDUCATION of the
UNIVERSITY OF EDUCATION, WINNEBA
OCTOBER, 2015
