Shut up! : social inclusion of children with intellectual disabilities in Ghana : an empirical study of how parents and teachers experience socialinclusion [i.e. social inclusion] of children with intellectual disabilities
Master thesis
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http://hdl.handle.net/11250/139975Utgivelsesdato
2013Metadata
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Sammendrag
The aim of this study is to understand social inclusion for children with
intellectual disabilities from the perspectives of parents and teachers. The specific
context is to understand the inclusion of these children through meaningful participation
in social activities. In-depth interviews were held with six biological parents of children
with intellectual disabilities and six teachers who teach children with intellectual
disabilities to explore their experiences on contexts that enhance or inhibit social
inclusion for the children. In addition to this, literature on experiences of children with
intellectual disabilities and conceptual models of social inclusion were referred to.
The results highlight the importance of context. Findings include cultural
conceptions of intellectual disability which results in ‘otherness’ and lack of
opportunities for meaningful participation in community activities. Other issues relate
to lack of extended family support and the effect of having a child with intellectual
disability on other family members.
The author argues that in order to fully understand social inclusion, attention
must be given to the cultural contexts within which participants experience their daily
lives.
Beskrivelse
Masteroppgave i "Comparative social work" - Universitetet i Nordland, 2013