Safety in Inclusive Schools: What about Persons with Special Educational Needs and Disabilities?

Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us

Y

14

Safety; Inclusion; Special Education; Special Needs Students; Students with Disabilities; Foreign Countries; Interpersonal Competence; Children; Injuries; Incidence; Self Esteem

10.1111/1467-9604.12385

0268-2141

The study investigated safety-related issues in inclusive schools in Ghana. A descriptive cross-sectional survey design using a safety perception questionnaire was adopted for the study. Fourteen inclusive basic schools and 330 teachers were selected using the census technique. The response rate was 80% representing 264 teachers. The data were analysed using descriptive statistics, that is, mean, standard deviation and pie-chart diagram. It was revealed that the social relationship among children with special educational needs and disability (SEND), their peers without any disability and teachers was cordial. However, most aspects of the built environment were not accessible to children with SEND. It was also revealed that injuries such as bruises, cuts and abrasions were prevalent among the children. The study recommends that safety issues in inclusive schools should be taken seriously to build the self-esteem of children with SEND.

As Provided

2021

EJ1319193