Abstract:
The study was a descriptive survey that investigated vocational programmes offered in
two special schools for individuals with intellectual disability in Ghana, and the
transitional processes available in the schools to facilitate smooth movement of such
individuals from school to the world of work. The problem was concerned with students
who have gone through one vocation or the other and seemed unprepared to meet life
demands after school. Forty teachers were sampled to complete a questionnaire designed
on the topic.
The study found that the special schools offer vocational course in ten main areas
including, poultry, batik/tie dye, basketry, woodwork, dressmaking, hairdressing,
envelope making, gardening, bead making and door mat weaving. It was also found out
that, most of the vocational courses were taught in classrooms, except in Three Kings
Special School where only one workshop exists for batik/tie and dye. Lastly, even though
students acquire sufficient skills in the schools before graduating, there has never been
any transitional programme that links students to the world of work.
It was therefore recommended that, training facilities such as sheltered workshops should
be made available in the special schools. Also, training requirements, materials and
logistic should be regularly supplied to the special schools to enhance training. It was
also suggested that future studies be conducted to explore ways of enhancing and
promoting appropriate vocational and transitional programmes in special schools in
Ghana.
Description:
Dissertation in the DEPARTMENT OF SPECIAL EDUCAION of the FACULTY OF
EDUCATIONAL STUDIES, submitted to the School of Research and Graduate Studies,
University of Education, Winneba, in partial fulfillment of the requirement for the award
of Degree of MASTER OF EDUCATION IN SPECIAL EDUCATION of the
UNIVERSITY OF EDUCATION, WINNEBA.
AUGUST, 2011