Social inclusion of children with intellectual disabilities in Accra, Ghana: Views of parents/guardians and teachers

Hervie, Vyda Mamley

doi:10.1016/j.childyouth.2023.106845

Cited by 5 publications

(2 citation statements)

References 59 publications

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“…The rigidity of the curriculum further limits equal participation, necessitating adaptations to ensure inclusivity (Naami, Mort, 2023). Moreover, the underutilisation of relevant stakeholders, including parents and therapists, hampers the creation of a supportive ecosystem vital for holistic child development (Hervie, 2023).…”

Section: Neurodevelopmental Disorders and Inclusive Educationmentioning

confidence: 99%

Beyond Teacher Competencies: A Position Statement on Meeting the Needs of Neurodevelopmental Disorders in Inclusive Classrooms in Ghana

2024

Journal of Advocacy, Research and Education

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Section: Neurodevelopmental Disorders and Inclusive Educationmentioning

confidence: 99%

Beyond Teacher Competencies: A Position Statement on Meeting the Needs of Neurodevelopmental Disorders in Inclusive Classrooms in Ghana

2024

Journal of Advocacy, Research and Education

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“…This conclusion once again underlines the relevance of the topic of the A brief review of publications in the subject field of the study "spiritual and moral values of a teacher" confirms the relevance of the question posed. In the course of theoretical analysis of modern scientific discourse, important approaches in the study of spiritual and moral values of teachers have been identified: the role of the pedagogical community in the formation of a complex system of spirituality in the organizational culture of educational organizations; the formation of spirituality in the pedagogical community performs the functions of psychological protection, is no less important than the introduction of new digital technologies; spiritual and moral values are reflected in the selfactualization of the individual and are an important component in the formation of an active civic position of the individual during school period; the development of spiritual intelligence is an important element of the professional culture of the teacher, which is not only helps in solving work tasks, but also ensures the preservation of emotional stability to stressful situations [8,9].…”

Section: Introductionmentioning

confidence: 99%

Spiritual and moral values in the professional culture of a modern teacher

Tufanov,

Lesnykh,

Kravchenko

et al. 2023

E3S Web Conf.

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The article presents the results of a theoretical analysis of the importance of spiritual and moral values in the professional activity of a modern Russian teacher of a general education organization. General education as an important social institution performs the functions of reproduction of spiritual and moral values of the younger generation. We substantiated the relevance and theoretical model of the study of the content of the teacher’s professional culture, spiritual, and moral values as the basis of its formation (it is based on a brief analysis of the publications of the science-intensive Scopus database). In the empirical part of the study, the developed theoretical model is tested on the example of the pedagogical community of the South of Russia (Stavropol Krai). The survey of the pedagogical community is organized in electronic form. 153 teachers of educational organizations of Stavropol Krai were invited to participate and took part in expert assessments. The obtained research data are used in improving the process of formation of spiritual and moral values in the process of professional training and advanced training of teachers. We formed strategic approaches in preparing the pedagogical community for the challenges in accordance with the demand of modern Russian society for the transformation of educational work and teachers’ values.

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Factors that inhibit the social involvement of children with autism: perspectives of parents in the Cape Coast metropolis

Akpeke,

Agbemavi,

Adde

2024

BMC Pediatr

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Background Many countries, including Ghana, continue to face challenges concerning the social involvement of persons with disabilities such as autism. This study investigated the factors that inhibit the social involvement of children with autism in the Cape Coast Metropolis. Methods The study was conducted in the Cape Coast metropolis. A qualitative interpretivism approach was used. Twenty-three participants were recruited for the study using purposive sampling. An in-depth interview guide was employed for data collection, and thematic analysis was used. Results We found that most autistic children do not get the opportunity to be involved in social activities due to their autistic features, socio-cultural and their parents’ financial status. The findings also showed that the inability of children with autism to speak fluently and sit for long without being aggressive prevents their inclusion in social activities. However, older children with autism were considered more for activities in the metropolis than those within the younger ages. Financial constraint was a common challenge that prevented some parents from bringing up their children with autism in ways that would make them considerable for social roles. Conclusion Factors such as autistic features, sociocultural and financial constraints inhibited the social involvement of children with autism. Underlining these barriers is the issue of inadequate knowledge of autism and financial barriers for parents of children with autism. We, therefore, recommended that the Ghana Health Service and the Ministry of Health to intensify advocacy programs targeted at educating the public on autism to reduce discrimination. Supplementary Information The online version contains supplementary material available at 10.1186/s12887-024-05322-9.

show abstract

Social inclusion of children with intellectual disabilities in Accra, Ghana: Views of parents/guardians and teachers

Cited by 5 publications

References 59 publications

Beyond Teacher Competencies: A Position Statement on Meeting the Needs of Neurodevelopmental Disorders in Inclusive Classrooms in Ghana

Beyond Teacher Competencies: A Position Statement on Meeting the Needs of Neurodevelopmental Disorders in Inclusive Classrooms in Ghana

Spiritual and moral values in the professional culture of a modern teacher

Factors that inhibit the social involvement of children with autism: perspectives of parents in the Cape Coast metropolis

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