Experiences of pupils with physical disabilities in three basic schools in the Assin South District in the Central Region of Ghana

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