2023 IJRSE – Volume 12 Issue 6
Available Online: 31 May 2023
Author/s:
Amaniampong, Philemon*
Methodist College of Education, Akim Oda, Ghana (Philemonamaniampong@yahoo.com)
Acheampong, Nana Opoku
University of Education, Winneba, Ghana
Nsenyiane, Anthony Mensah
Dambai College of Education, Dambai, Ghana
Nyavor, Michael
Methodist College of Education, Akim Oda, Ghana
Abstract:
The purpose of the study was to explore the approaches teachers use to promote social interaction among pupils with and without intellectual disabilities at Adukrom Methodist Basic School in Ghana. The case study design was employed for the study. The sample size was 21, which comprised of teachers and pupils with and without intellectual disabilities. The purposive sampling technique was used to select the sample size. Interviews and an observation guide were used to collect data. Data from interviews was analyzed thematically while observation data was analyzed through inter-observer agreement among the researchers and the two teachers. Results from the study showed that teachers used sports and games, music and dance and social skills training to promote social interactions among pupils with and without intellectual disabilities. Implications of the findings on teachers was that they will be able to provide more facilities to execute those approaches to help all pupils. For the pupils, they will be able to appreciate each other’s abilities and challenges to strengthen their social interaction. It was recommended that the school field and the playing grounds should be put into good shape and also the school should make all the necessary equipment for outdoor games available to the pupils to help promote the implementation of inclusive education policy.
Keywords: intellectual disabilities, social interaction, stakeholders, international agenda, professionals
DOI: https://doi.org/10.5861/ijrse.2023.32
Cite this article:
Amaniampong, P., Acheampong, N. O., Nsenyiane, A. M., & Nyavor, M. (2023). Promoting social interaction among pupils with and without intellectual disabilities: Teachers approaches. International Journal of Research Studies in Education, 12(6), 21-27. https://doi.org/10.5861/ijrse.2023.32
* Corresponding Author