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

Abstract

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.