Teachers’ lived experiences in teaching pupils with intellectual disabilities in garden city special school

Abstract

Supported by Dewey’s theory of experience, this phenomenological study explored the experiences of teachers teaching students with intellectual disabilities in Garden City Special School of Ghana. The study used qualitative research approach. Purposive sampling technique was adopted to sample nine out of 15 teachers. Data were gathered through semi-structured interviews and analysed using thematic approach. Results of the study indicated that most of the special school teachers were professionally trained for special education but equally admit the need for additional training. It was observed that teachers required the provision of modern teaching and learning equipment which were not in adequate supply, and teaching support teams to give additional coaching for teachers. Again it was revealed that teachers faced challenges related to limited learning technologies such as tablets, smartphones, computers, and music players to help students with intellectual difficulties in learning. The study recommended that teachers learn to advance their strategies in coping with job stressors to minimize culminating effects of burnouts, depression and resultant absenteeism.