The Experiences of Teachers of Children with Intellectual and Developmental Disabilities in Inclusive Schools in Accra, Ghana

Autor/inn/en	Okyere, Christiana; Aldersey, Heather Michelle; Lysaght, Rosemary
Titel	The Experiences of Teachers of Children with Intellectual and Developmental Disabilities in Inclusive Schools in Accra, Ghana
Quelle	In: Journal of Research in Special Educational Needs, 19 (2019) 4, S.283-294 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12447
Schlagwörter	Inclusion; Students with Disabilities; Intellectual Disability; Developmental Disabilities; Developing Nations; Teaching Experience; Teacher Attitudes; Special Education Teachers; Learning Strategies; Outcomes of Education; Student Diversity; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Entwicklungsstörung; Developing country; Developing countries; Entwicklungsland; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernleistung; Schulerfolg; Ausland
Abstract	Although inclusive education is the best form of education for all children including those with disabilities, children with intellectual and developmental disabilities (IDD) in developing contexts such as Ghana are often educated in segregated settings or institutionalised. An understanding of teachers' experiences with children with IDD in inclusion can inform strategies for more effective inclusive systems for children with IDD. We analysed the interview data from 16 general and two special educators who teach children with IDD. Participants shared their positive and negative experiences of educating children with IDD in inclusive schools in Accra, Ghana. Participants also shared their suggestions of classroom practices and learning strategies that might further facilitate inclusion of children with IDD in Ghana in the future. Identifying and addressing factors accounting for participants' negative experiences while supporting and encouraging positive experiences may create more conducive spaces for accommodation of diversity and improvement of outcomes for children with IDD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01