Abstract:
The study was undertaken to evaluate the vocational training of special schools for children with mental retardation in Ghana, and determine how these individuals were being assisted to become productive citizens of the nation. A number of research questions were raised to assess the vocational programmes followed by special schools for individuals with mental retardation, and the number that graduated between 1992 - 1996. The descriptive sample survey design was used for the study. The population comprised special education teachers and vocational instructors of special schools for individuals with mental retardation in Ghana. A stratified random sampling technique was used to select four special schools for the survey. Out of a population of forty-five special teachers a sample of thirty-six (80%) was used. Also, from a population of nine vocational instructors, three (33%) were included in the survey. In addition, fifteen trainees with mental retardation from the four special schools were interviewed. From the findings, it was established that special schools for individuals with mental retardation concentrated on providing training in five major areas. These were Batik, envelop, and broom making, raising poultry and gardening. Training was carried on mainly in simulated environment such as classrooms.
Trainees were not selected by the use of formal vocational assessment tools, neither were they afforded the opportunity to practise in real workshop or integrated settings. Also, there were very few vocational instructors in special schools and special teachers sometimes had to teach specific vocational courses though most of them did not have the requisite skills. Furthermore, special schools for individuals with mental retardation did not have specific duration to train these students. There were also rio transition programmes to prepare the trainees for graduation. It was therefore not surprising that between 1992 to 1996, only five trainees “graduated” from the special schools. The conclusion of the study is that, some vocational training programmes were offered in special schools for the mentally retarded in Ghana; trainees were however restricted to very few trades, spent unspecified period of training and did not have opportunity to learn in integrated environments.
