An Assessment of Activities Associated with the Rehabilitation of Children with Intellectual Disabilities in the Kumasi Metropolis

Abstract

Background: Intellectual disability is a disability characterized by limitations in the intellectual functioning and resulting in the need for extraordinary supports for the person to participate in activities involved with typical human functioning (Wehmeyer, Schalock, Verdugo et al., 2008). Rehabilitation is therefore an essential aspect in the life of the person with a disability. According to the World Health Organization (WHO, 2011), rehabilitation is a process that is aimed at enabling disabled persons reach and maintain their optimal physical, sensory, intellectual, psychological and social functional levels. Special schools provide the rehabilitation needs by encompassing educational needs, rehabilitation services and integrated education (Kuyini 2014). Special education has proven to be instrumental in the provision of activities that will foster social development and to the maximum extent possible assimilation into regular schools and community activities (Smith 2007). Aim: To investigate the activities undertaken to rehabilitate children with intellectual disabilities in selected schools in the Kumasi metropolis. Methods: The study was undertaken at the Garden City Special School and Community Special Vocational School and employed the use of the descriptive design with a qualitative approach. A sample size of fifteen respondents were used, out of which nine (9) were teachers and six (6) were parents. The study made use of two sampling techniques to select the respondents. The sampling technique employed in the selection of teachers was the non-probable purposive sampling whereas the technique for selecting parents was the convenience sampling. Research data was collected by the use of an interview guide and the data collected was analysed using thematic content analysis. Findings: The study found out that the activities undertaken to rehabilitate the students with intellectual disabilities in the selected schools, had the underlying basis of promoting independent living and improving the social skills of children with intellectual disabilities relationships with people. Teachers therefore ensured that students were trained in the activities of daily living, communication skills, social skills, fine and gross motor skills, functional arithmetic, vocational skills and the concept of money. The study revealed that children with intellectual disabilities gained a substantial increase in their social interactions and their health. However, it was noted that the special schools faced some challenges that hindered their rehabilitation efforts and these included inadequate teaching and learning materials, lack of new facilities and inadequate and unskilled teachers. Conclusion: The special schools are very instrumental in improving the quality of life of persons with intellectual disabilities.