n IFE PsychologIA : An International Journal - Traditional practices and belief systems as factors influencing access and enrolment of children with intellectual disability in special schools in Ghana

Abstract

There is heightened concern about the need to provide equal access to education for children with disabilities globally due to the well known marginalization and exclusion over the years. There is also evidence showing that Ghana is making frantic efforts to provide effective special education services for children with disabilities. However, despite this positive development, there are innumerable challenges facing the education of children with intellectual disability in Ghana. This study therefore, explored both teachers and parental opinions on the influence of traditional practices and belief systems in the education of children with intellectual disability. One hundred and eighteen (118) participants comprising 59 male and 46 female trained special educators, 10 parents, 1 male and 2 female staff in assessment were involved. Questionnaire and semistructured interviews guides were used to collect data. The chi-square test and descriptive statistical methods were used to analyze data. The results revealed that negative traditional practices and belief systems exist and influenced the acceptance and enrollment of children with intellectual disability in education in Ghana. The concluding pinpoints the needs for government and the chieftaincy ministry to give greater attention to the education of the public on the effects of the embedded traditional practices that affect the educational rights for children with intellectual disability.