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Barriers to inclusive education of children with autism: Ghanaian teachers’ perspective
By Eyram Juliet Senoo
Background: Autism Spectrum Disorder (ASD), a neurodevelopmental condition, has become a major concern for both developed and underdeveloped countries since the condition is associated with significant caregiver, family, and financial burdens. Approaches to educating these children, especially in their preschool years, are burdensome and demanding for both parents and teachers. Although it is recommended that children with ASD receive inclusive, age-appropriate education in mainstream school settings, there are barriers in Ghana. This study explored barriers faced by preschool teachers in implementing and adhering to inclusive education for children with ASD. Methods: The study employed an exploratory descriptive qualitative design to sample 17 participants in the Greater Accra Region using a purposive sampling technique. Data was collected through an in-depth virtual interview and analyzed using content analysis. Results: The study identified inadequate parental cooperation, poor ASD knowledge of the teachers, socio-cultural and political issues, and a lack of collaboration with other professionals as major barriers thwarting the success of inclusive education for children with ASD in Ghana. Conclusion: These barriers affect effective and successful adherence to inclusive education for children with ASD, and as such, we recommend orientation and special training for teachers, the provision of resources for effective child inclusion, and the creation of ASD awareness during the training of pre-school teachers. © The Author(s) 2024.
Determinants of parental quality of life and resilience: a study of families with neurodevelopmentally disordered children
By Mabel Oti-Boadi
ObjectivesThe current study examined the factors that influence quality of life (QoL) and resilience of parents of children with Neurodevelopmental Disabilities (NDDs) in Ghana.MethodsUsing a cross-sectional design, we recruited 152 parents from support groups and schools training children with NDDs in the Accra Metropolis of Ghana. Participants responded to the Kessler Psychological Distress Scale (K10), Wagnild & Young Resilience Scale, WHO Quality of Life Measure Abbreviated version (WHOQOL-BREF), and the Brief Coping Inventory used to measure psychological distress, resilience, QoL, and coping respectively.ResultsUsing an advanced analytical approach, results revealed both direct and mediation effects of psychological variables on QoL and resilience. Moreover, a direct effect of resilience on QoL was observed.ConclusionsThe findings of the current study provide insight into the resilience and QoL in parents of children with NDDS and how healthcare professionals can develop tailored interventions on coping and resilient strategies to improve the QoL of parents and their children.
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