Social inclusion of pupils with intellectual disabilities at Adukrom Methodist Basic School in the Eastern Region of Ghana

Abstract

The purpose of the study was to explore the level of social inclusion of pupils with intellectual disabilities at Adukrom Methodist Basic School in the Eastern Region of Ghana. Qualitative method and case study were used to guide the study. The sample size for the study was 21 students with intellectual disabilities, and data were collected using interview and observation. The purposeful sampling technique was used to select the sample size. Data were analyzed using themes and data from the respondents. The results of the study showed that pupils with intellectual disabilities were averagely involved in social activities. The major approaches teachers used to promote social interactions among pupils with and without intellectual disabilities were sports and games, and music and dance. The major factors that affected effective social inclusion were inadequate sports facilities, inadequate special needs teachers, perception and attitudes of some teachers in the school. It was recommended that teachers with special educational needs background should organize sensitization programmes for other teachers in the school. In addition, the school administration and opinion leaders connected with the school must appeal to the Ghana Education Service and other non-governmental organizations for appropriate sports facilities, and suitable teaching and learning resources.