Journal Critique – Community-Based Supports and Services

Journal Critique – Community-Based Supports and Services

Statement of the Problem

Despite global commitments to inclusive education, the persistent exclusion of children with disabilities from Ghana’s education system raises concern. Around 400,000 Ghanaian children, one in eight with a disability, remain outside the educational system, emphasizing the need for urgent intervention (Duorinaah, 2023). Contributing factors include inadequate resources, policy gaps, cultural barriers, and the additional challenges posed by COVID-19. This research stems from the critical implications of educational exclusion, leading to lifelong marginalization and restricted opportunities for children with disabilities. Despite existing national and international frameworks, such as the Inclusive Education Policy and various initiatives, there’s limited evidence on the specific contributions of local communities. The researchers sought to fill this gap, emphasizing the need to understand the awareness and involvement of local communities in the enrollment and support of children with disabilities.

The Research Question

In undertaking this research, the researchers were guided by this fundamental research question:

• To what extent do communities contribute to the enrollment and support of children with disabilities?

This research will contribute to the expansion of our understanding of Special Education (SPED) by addressing a crucial aspect of the communities’ contribution to school enrollment and support of children with disabilities. While existing knowledge in SPED often emphasizes institutional and policy frameworks, this research shifts the focus to the grassroots level—exploring the specific contributions of local communities. In investigating community involvement in the context of enrollment and support for children with disabilities, the research seeks to uncover insights into the dynamics of inclusivity. This expansion of knowledge is vital for developing more holistic and community-driven approaches in the field of Special Education, promoting a deeper understanding of the challenges and opportunities at the intersection of policy and local engagement.

Methods

The research adopted a case study design, chosen for its suitability in providing an in-depth exploration of a specific phenomenon and examining social elements within a given context and timeframe. This study encompassed both qualitative and quantitative dimensions, focusing on community awareness, viewpoints, and experiences related to the enrollment and relational support of children with disabilities in education. The research was conducted in the Jirapa District of Ghana, selected for its geographic location along a major transnational route and its predominantly rural nature, providing rich perspectives on community participation in disability inclusion in education. The total population of the district is 91,279, with 67.1% relying on subsistence agriculture, and approximately 29,277 within basic school-going age (Duorinaah, 2023). The study population included parents with children in public schools, community leaders, School Management Committees, Parent Teacher Associations, headteachers, class teachers, and pupils. Simple random sampling was employed to select one community and its public primary school from each of the ten circuits, resulting in a sample size of 30 parents, 10 community leaders, 10 head teachers, 20 teachers, and two officers from the District Education Office.

Data collection involved semi-structured interviews, key informant interviews with NGO directors and a director of education, and six focus group discussions. The focus groups comprised executive members of School Management Committees and Parent Teacher Associations, as well as learners with disabilities. Enrolment data spanning four critical years were sourced from school registers and community maps. Data analysis followed a thematic analysis approach, with key responses coded and themes identified and described. Thematic linkages were established, and qualitative data were reinforced with testimonies and quotations. Enrolment data were analyzed using frequency counts, simple percentages, graphs, and charts.

To ensure ethical standards, the research instruments and field plan underwent a thorough review by senior researchers with expertise in community participation and inclusion. Permission was sought from schools and community leaders, and verbal consent was obtained from respondents. Anonymity was preserved through the use of special codes for confidential information, and ethical considerations were maintained throughout the three-month data collection period.

Results

The study discovered a commendable level of consciousness regarding disabilities. More than 80% of the respondents demonstrated a general understanding, with one in three being proficient in identifying and describing various disability types (Duorinaah, 2023). While physical, visual, and hearing disabilities were widely recognized, it was notable that intellectual disabilities were primarily acknowledged by educational professionals, including head teachers and district education officers.

Financial and material assistance from the Municipal Assembly emerged as a significant means of support, with an upward trajectory in the number of beneficiaries over consecutive years. Despite the quantifiable increase in support, the study emphasized the lack of detailed information on the specific nature of assistance directed toward children with disabilities. This underscores the importance of transparency and comprehensive reporting in government-driven initiatives aimed at supporting marginalized communities.

In terms of community-driven initiatives, the study highlighted the pivotal role played by voluntary parent groups through the “ESONG” initiative. This grassroots effort demonstrated tangible impacts, with respondents citing active participation in activities such as sensitization, school-based meetings, community mapping, and house-to-house enrollment drives (Duorinaah, 2023). The longevity of community members’ involvement, ranging from under one year to over a decade, reflected a sustained commitment to fostering inclusion in education. However, it was noteworthy that financial and material support, though acknowledged, were reported as less frequent, shedding light on potential areas for improvement in community-led initiatives.

Besides, the study revealed a positive shift in societal attitudes towards children with disabilities. A significant majority of respondents reported increased awareness and interest in promoting the education of these children. Moreover, cultural norms and practices that historically stigmatized such children and their families were reportedly on the decline. The narratives from both caregivers and children themselves painted a picture of evolving social acceptance, with instances of praise and assistance replacing previous experiences of stigmatization.

Reflection

The findings of this study hold significant implications for Special Education (SPED) practices, offering insights that can inform and shape inclusive educational policies and interventions. The study underscores the critical importance of raising awareness within communities to foster a more comprehensive understanding of various forms of disabilities. The identified gaps in awareness, particularly regarding intellectual disabilities, emphasize the need for targeted educational campaigns and training programs for both educators and community members. The success of community-led initiatives, such as the “ESONG” initiative, in promoting awareness, sensitization, and enrollment drives demonstrates the potential of grassroots efforts in creating positive change. SPED practices should consider leveraging community involvement as a powerful tool for fostering inclusivity in education.

I have reservations about the study relying solely on self-reported awareness levels. It is essential to explore more objective measures or external assessments to validate the accuracy of community members’ awareness of disabilities. Additionally, I have questions about the sustainability of community-driven initiatives, given the observed fluctuations in enrollment figures; hence, a more in-depth exploration of factors influencing long-term success would be essential. Future research should investigate the long-term impact of community-driven initiatives on the educational outcomes of children with disabilities (UNICEF, 2020). Tracking the educational journey of these children over time, examining factors contributing to their academic success or challenges, and assessing the sustained impact of community support will provide a better understanding of the efficacy of inclusive practices.

 References

Duorinaah, E. (2023). Community Driven Initiatives for The Enrolment of Children with Disability in Ghana. International Journal of Developing Country Studies, 5(1), 17–42. https://doi.org/10.47941/ijdcs.1258

UNICEF. (2020). Ensuring their inclusion in COVID-19 response strategies and evidence generation CHILDREN WITH DISABILITIES. https://data.unicef.org/wp-content/uploads/2020/12/Children-with-disabilities-COVID19-response-report-English_2020.pdf

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Overview

You will submit three Journal Critiques throughout the course. You must choose an article to review related to the topics listed below. Articles from different professional journals must be used for the development of your critiques:

Journal Critique – Community-Based Supports and Services

Journal Critique: Disability and Advocacy

Journal Critique: Community-Based Supports and Services

Journal Critique: Transition Planning

Instructions

For each critique, follow these guidelines:

• Articles are not to be more than 1 year old.
• Articles must present original research (quantitative, qualitative, mixed-methods, or meta-analysis are acceptable). Do not choose articles that argue a position but don’t present new research. These are important articles but don’t help you build the skills you will need to successfully complete a dissertation
• When composing your reviews, practice using graduate professional writing. Do not begin with “This article is about…” and don’t relate your personal stories.
• Current APA format must be used, including:
  • A title page,
  • A reference page, and
  • Writing in third-person. Avoid “I” statements or personal stories. The reader knows something is your opinion because you are the one writing it. You don’t need to statements like “I think that …”, or “I believe …”
• Critiques must be 2–5 pages in length, not including the title page or reference page.

The following general format should be followed:

• Statement of the problem: What is the issue this research is trying to address? You need to make a case for why the research is important based on the background information provided in the article. For example, when reviewing an article about a new reading methods instruction you could report poor student reading outcomes.
• Statement of a research question: The research question is almost always found in the paragraph directly before the methods section. The research question is a clear, one-sentence explanation of what the researchers wanted to find out in their research. How will this research expand what we know about SPED?
• Methods: In this section, you need to explain how the researchers conducted their study to answer the research question. Who participated in the study? What did they do? How was the data collected?
• Results: Present what the research found. If the study was quantitative, present some of the statistical results. If the study was qualitative, provide specific information they learned. Don’t talk in general vague statements.
• Reflection: What does this mean for SPED practice in general? Do you agree or disagree with any part of the study or claims? Where should research go from here?