Experiences of parents and stakeholders in caring for, and supporting children with special needs in Ghana

Abstract

We studied the caring, parenting, and support services for children with special needs in Ghana. Many of the study participants reported re-adjusting their lives in virtually every domain–social, economic, and emotional to deal with and manage the new realities. How parents navigate this space varied considerably from setting to setting. Regardless of individual and interpersonal resources, community, institutional, and policy circumstances seemed to exacerbate notions of disability. In many instances, parents had a low depth of suspicion about the precursors to disabling events in their children. Parents are constantly pursuing health care, including a cure for their children with disabilities. Views about “otherness” were noted, and these tended to undermine medical interpretations/explanations of disability generally, which in turn affected formal education and health-seeking for children. Institutional arrangements exist to encourage parents to invest in their children regardless of their perceived abilities. However, these do not seem to be sufficient, particularly for health and formal education. Programming and policy implications are highlighted.

Holistic Understanding: A Qualitative Study on Parental and Teacher Experiences in Describing Coping Mechanisms Among Children with Special Needs in Indonesia

“…This is in line with the expectations of teachers who deal with students with special needs. Like parents, teachers who teach children with special needs also have expectations for their students with special needs (51). The results of the study state that teachers hope that students with special needs can be independent both in the school environment and outside of school through the learning methods they provide while at school.…”