VYTAUTAS MAGNUS UNIVERSITY
FACULTY OF SOCIAL SCIENCE
DEPARTMENT OF SOCIAL WORK
Gifty Addai
THE STUDY OF THE IMPLEMENTATION OF SOCIAL INCLUSION STRATEGIES
OF YOUNG ADULTS WITH INTELLECTUAL DISABILITY IN MANHYIA NORTH
DISTRICT, GHANA
Master Graduation Thesis
Social Work Programme, state code 621L50004
Social Work Study Field
Supervisor: Professor Jonas Ruskus ______
(signature) (date)
Defended Dean of the Faculty of Social Sciences ______
(signature) (date)
Kaunas, 2020 ACKNOWLEDGEMENT
This work is dedicated to my mother of blessed memory, whom from my childhood stage encouraged me to be a better person by taking education serious. May God bless her soul wherever she is. I love her very much.
I want to give special thanks to God Almighty for everything that He has done for me. The next in line is my father, Mr. Samuel Addai for his encourage and massive support to ensure I have the best of life to become a better person in the future. He is my hero, my rock and a great father.
Daddy, I really love and wish God’s blessings on your life because I would not have come as far to this in life without you. I also want to thank my family members especially my grandmother, my uncles, my aunty and all my siblings. I really appreciate you all.
Importantly, I want to thank my supervisor, Professor Jonas Ruskus for your immense follow ups and scrutiny to ensure I produce a standard work for academia. Again, I am grateful to all Key
Informants in the Social Welfare Department who made some time to give information on the theme. This shows your commitment to the Profession. I cannot end my appreciation without acknowledging the PwID households who supported this research with data although I was not in person but on phone discussion. Your efforts yielded this work. To all my friends, well-wishers and loved ones, I say God bless you.
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TABLE OF CONTENTS
LIST OF FIGURES ...... 4 LIST OF TABLES ...... 4 INTRODUCTION ...... 9 1.0 THEORETICAL AND CONCEPTUAL BACKGROUND OF SOCIAL WELFARE AND SOCIAL WORK PRACTICE...... 16 1.1 The Evolving Theoretical Dynamics of Social Welfare and Social Work System ...... 16 1.1.1 The Social Approach to Social Work ...... 16 1.1.2 The Human Rights Approach to Social Work ...... 16 1.2 The Theoretical Framework of Social Work Practice and Persons with Intellectual Disability ...... 20 1.3 The Theoretical Foundation of Social Work and Persons with Intellectual Disability in Ghana ...... 22 1.3.1 The Legal Foundation and Practice of Social Inclusion for Persons with Intellectual Disability and Other Disabilities in Ghana ...... 22 1.4 Conceptual Issues ...... 22 1.4.1 Disability, Intellectual Disability and Social Inclusion ...... 22 1.5 Conclusion ...... 23 2.0 METHODOLOGY OF THE STUDY ...... 25 2.1 Research Method ...... 25 2.1.1 Constructivist Interpretive Epistemology ...... 25 2.2 Method of Data Collection ...... 26 2.3 Sampling...... 28 2.4 Process of Data Analysis ...... 29 2.5 Ethical Considerations, Reliability, Validity and Limitation of the Study ...... 29 3.0 ANALYSIS AND DISCUSSION OF DATA RELATED TO THE STUDY ...... 31 3.1 Introduction ...... 31 3.2 Socio-demographic characteristics of respondents ...... 31 3.3 Factors that influence the implementation of Social Inclusion of Young Persons with Intellectual Disability in society ...... 34 3.3.1 Socio-Cultural Factors and Implementation of Social Inclusion Strategies ...... 34 3.3.2 Economic Factors and Implementation of Social Inclusion Strategies of Persons with Intellectual Disability ...... 39
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3.3.3 Policy Factors and Implementation of Social Inclusion Strategies of Persons with Intellectual Disability ...... 42 3.3.4 Gender Dynamics and Implementation of Social Inclusion Strategies of Persons with Intellectual Disability ...... 45 3.3.5 Other Factors that Influence Implementation of Social Inclusion Strategies of Persons with Intellectual Disability ...... 47 3.4 The Effects of Inclusive Strategies and Interventions of Social Work for Young Persons with Intellectual Disability ...... 48 3.4.1 Micro-level/ Individual Effects of Inclusive Strategies and Interventions of Social Work for Young Persons Intellectual Disability ...... 48 3.4.2 Median- level/ Family based Effects of Inclusive Strategies and Interventions of Social Work for young Persons with Intellectual Disability ...... 50 3.4.3 Macro/Communal Effects of Inclusive Strategies and Interventions of Social Work for young Persons with Intellectual Disability ...... 52 3.5 The Challenges of Social Work Inclusion Strategies on Young Persons with Intellectual Disability ...... 53 3.5.1 Socio- Cultural and Stigmatisation Challenges of Social Work Inclusion Strategies on Young Persons with Intellectual Disability ...... 54 3.5.2 Financial Challenges of Social Work Inclusion Strategies on Young Persons with Intellectual Disability ...... 56 3.5.3 Policy based Challenges of Social Work Inclusion Strategies on Young Persons with Intellectual Disability ...... 58 3.5.4 Human Resource of Social Work Inclusion Strategies on Young Persons with Intellectual Disability ...... 59 SUMMARY OF MAJOR FINDINGS, REFLECTIONS, CONCLUSION AND RECOMMENDATIONS ...... 62 Introduction ...... 62 Conclusions ...... 63 Recommendation ...... 66 Policy Perspective ...... 66 Academia and Future Researches ...... 67 REFERENCES ...... 68 ANNEX A ...... 71 ANNEX B ...... 74 ANNEX C ...... 77 ANNEX D ...... 80
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LIST OF FIGURES Figure 3.1: Sex Distributions of Respondents…………………………………………………33
LIST OF TABLES Table 3.1: Age and Sex Distribution of Respondents ………………………………………...31
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LIST OF ABBREVATIONS
AAIDD- American Association on Intellectual and Developmental Disabilities
ADA- Americans with Disabilities Act
DPOs- Organizations of Persons with Disabilities
ESP- Education Strategic Plan
FBO- Faith Based Organisation
GES- Ghana Education Service
GSS- Ghana Statistical Service
IDEA- Individuals with Disabilities Education Act
IE- Inclusive Education
LEAP- Livelihood Empowerment Against Poverty
MoESW- Ministry of Employment and Social Welfare
MoGSP- Ministry of Gender and Social Protection
NGO- Non-Governmental Organisation
OHCHR- Office of the United Nations High Commissioner for Human Rights
PNDC- Provincial National Defence Council
PwD- Persons with Disability
SEN- Special Educational Needs
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SW- Social Work
UN- United Nations
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SANTRAUKA
Gifty Addai. Intelekto negalia turinciu jaunuoliu socialines jtraukties strategiju taikymo analize Manhyia Siaures regione Ganoje analize. Socialinio darbo magistro baigiamasis darbas. Darbo vadovė: Professor Jonas Ruskus. Vytauto Didžiojo universitetas. Socialinių mokslų fakultetas. Socialinio darbo katedra. Kaunas, 2020.
Tyrimas buvo atliktas siekiant išnagrinėti intelekto sutrikimų turinčių jaunuolių socialinės įtraukties strategijas šiaurinėje Manhijos apygardoje, Ganoje. Tyrimo tikslas - išnagrinėti šią temą, nustatant socialinius veiksnius, kurie daro įtaką asmenų, turinčių intelekto sutrikimų, įtraukimui į visuomenę; ištirtiant socialinio darbo strategijų ar intervencijų poveikį, įtraukiant jaunuolius su intelekto sutrikimais; išsiaiškinant iššūkius, su kuriais susiduriama socialinio darbo procesuose, integruojant asmenis, turinčius intelekto sutrikimų, į visuomenę.
Tyrimo metu, atliekant mokslinių tyrimų analizę, buvo panaudota konstruktyvistinė interpretyvizmo perspektyva. Šiame tyrime dalyvavo trys (3) socialiniai darbuotojai iš socialinės rūpybos bendruomenėje plėtros departamento. Taip pat keturi respondentai, socialiniai darbuotojai, iš dviejų nevyriausybinių organizacijų, susijusių su rajono neįgaliųjų gynimu ir labdaros teikimu. Minėti tyrimo respondentai dalyvavo bei giluminuose interviu. Kiti penkiolika (15) respondentų buvo iš penkių (5) namų, skirtų intelekto negalią turintiems asmenims, kurie savanoriškai sutiko dalyvauti renkant duomenis apie rajono socialinės rūpybos skyrių. Šių dvidešimt dviejų (22) respondentų duomenų užteko atlikti tyrimui, taigi tyrėja daugiau respondentų nenurodė.
Pagrindinėmis šio tyrimo išvadomis tapo tai, kad sociokultūriniai, ekonominiai, politiniai veiksniai, lyčių dinamika bei kiti veiksniai (išsilavinimo lygis) tapo ryškiausiai rodikliais, kurie daro įtaką asmenų, turinčių intelekto negalią, įtraukimui į visuomenę. Su antrąja išvada susijęs socialinių darbuotojų intervencijų poveikis, kuris suskirstytas į mikro, mezo ir makro lygmenis. Intervencijos daro įtaką ne tik asmenų, turinčių intelekto sutrikimų gyvenimui bei įsitraukimui į visuomenę, bet paveikia ir intelekto sutrikimų turinčių asmenų šeimas ir bendruomenę. Taip pat tai tampa iššūkiais, su kuriais susiduria socialiniai darbuotojai, intelekto negalią turinčių asmenų įsitraukimo į visuomenę procese, dėl socialinių, finansinių ir politinių ir žmogiškųjų resursų stokos. Šie iššūkiai pažeidžia Jungtinių Tautų žmogaus teisių Konvencijos (2014 m.) įkvėptą, žmogaus teisėmis grindžiamą, socialinių darbuotojų požiūrį įtraukties intervencijas, skirtas intelekto sutrikimų turintiems asmenims.
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SUMMARY
Gifty Addai. The Study of the Implementation of Social Inclusion Strategies of Young Adults with Intellectual Disability in Manhyia North District, Ghana. Professor Jonas Ruskus. Vytautas Magnus University. Faculty of Social Science. Department of Social Work. Kaunas, 2020.
The study was conducted to explore the social inclusion strategies of young adults with Intellectual Disability in Manhyia North District in Ghana. The focus of the study was to explore the theme through three objectives which are as follows; to determine the social factors that influence the inclusion of persons with intellectual disability in society; to examine the effect of social work strategies or interventions for the inclusion of young adults with intellectual disabilities; and to ascertain the challenges that face social work strategies in integrating persons with intellectual disability into society.
The study employed the constructivist interpretivism approach to doing social science research. Key Informant Discussions and In-depth Interviews were conducted on phone for three (3) Social Workers in the Department of Social Welfare and Community Development and two respondents each from two NGOs and FBOs related to advocacy and charity work for disabled persons in the District respectively. The fifteen (15) other respondents were from five (5) young adult PwID homes contacted and consented to participate in data collection through contact with the District Social Welfare Department. At the point of these twenty-two (22) respondents, data was saturated. Hence, the researcher did not source more respondents.
The major findings were as below; one, the factors that affect the inclusion of persons with intellectual disability into society included the socio-cultural, economic, policies factors, gender dynamic and some other factors (educational levels). Related to objective two, the effects of SW interventions cut into Micro, Median and Macro levels. These effects do not only trickle to persons with intellectual disability but they transcend to the family and community those with intellectual disability. These are challenges that riddle SW inclusion interventions for people living with intellectual disability were captured under social, financial, policy and human resource based challenges. These challenges compromise the human right based approach of SW interventions as inspired by the United Nations Human Rights (2014) conventions.
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INTRODUCTION
In many communities in Ghana, judgmental labeling of people who live with intellectual disability had roots in some entrenched social myths and practices that are sometimes motivated by religion. Hence, Corbett (1996) indicates that children or young persons with any form of disabilities are perceived as sub humans and not worth the treatment human beings deserve.
These scenarios affect parents and guardians of children with disabilities to freely function with confidence in society. Regardless, the rising interest in urbanism is making such views about persons with disabilities old-fashioned as increased urbanization and western influence and, in particular Christianity, has weakened the effect of traditional belief systems (Sandow, 1994).
Experiences of persons with intellectual disability and other forms of disabilities in Ghana still face the many challenges that retard the inclusion of persons with disabilities in society. These are seen in architectural development, social policies and other sectors of development that enhance living fulfilled lives.
Meanwhile, Ghana has ratified almost all international treaties concerned with the rights of persons with intellectual disability and other forms of disability to live fulfilled lives to the fullest. However, social inclusion of young persons with intellectual disability has not been fully realized. This fertilizes the need to study the underlying tones that affect the inclusion of young persons with intellectual disability.
Relevance of the Study
Even though progress has been made on persons living with disabilities, there is still more room for improvement in African economies. Activists of persons living with disability considers accessibility and integration as the obvious area for future accomplishments. However, inclusion of social aspect is essential since earlier researchers mostly focus on physical disability neglecting equally important disabilities that are not visible (McCarthy, 2003; Jaeger &
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Bowman, 2005). Again, it is important to listen the sides of young adults with Intellectual
Disability as well as their immediate families appreciate their perspectives and experiences on the implementation of social inclusion strategies whilst giving room for discussing the way forward towards averting the challenges they face.
Therefore, this sought to add to literature to understand the social inclusion of young persons with intellectual disability and to advocate for change whilst providing information for professionals and other duty bearers in the inclusion strategy of persons with intellectual disability in Ghana and elsewhere.
Furthermore, young adults with Intellectual Disability including their immediate family, friends and guardians will also enhance their perspectives and adopt the knowledge of other persons interviewed for the study on the conduit to addressing the mishaps that associate implementation of social inclusion schemes. Again, information gained from this can be used in community education and policy makes as well to educate persons with intellectual disability.
Therefore, this study seeks to add to the literature of social inclusion of young persons with intellectual disability and to advocate for change. This study will also assist educationist, service providers and other professionals to benefit from the experiences of our participants. Young persons with intellectual disability, their relatives and friends who advocates on their behalf may also benefit from this study. The advocacy may use results of the study in identifying barriers and develop ways to promote social inclusion of persons with intellectual disability.
The study was conducted in Manhyia North District of Kumasi Metropolitan Assembly, Ghana.
Being an urban and cosmopolitan environment, the dynamics and circumstances of the implementation of Social Work strategies could be much strengthened than rural areas with few or no Social Work offices. It therefore provides convenience in accessing Social Work
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Department to solicit their policy oriented structures and systems with a reflection on the practice and the output the systems deliver from the practitioners and persons with intellectual disability and families perspectives. Aside this feature, the area has many institutions supervised by the
Social Work Department to offer integration strategies for persons with intellectual disability.
This serves as a grey ground to assess the implementation of social inclusion strategies of persons with intellectual disability in the phase of the Social Welfare systems.
Summary of Literature Review
Several definitions of intellectual disabilities have shaped the understanding and attitudes of society at various epochs in time due to the transcending strategies and phases Social Work has adopted. Terms that were originally used to describe persons with intellectual disability were
‘idiot’, ‘imbecile’, ‘feebleminded’ and ‘moron’ in the late 1800s according to Linneman (2001).
This was basically due to the fact that society assured such persons as below the measurement of a ‘normal’ human being. However, the efforts of Social Work over the years have mirrored the needs of such people and offered practical strategies where such persons have been nurtured to produce the returns that counter their descriptions as imbeciles in the late 1800s.
The role of Social Work critical in offering the necessary strategies that ensure that people with
Intellectual Disability are not isolated from participating in the usual lives of society but are understood and granted the necessary platforms that grant them the capacity to be integrated into the normal routine of society. The dynamics of society’s attitude to persons with intellectual disability have been shaped by Social Work over the years. It is obvious that the attitudes of society have changed over the years. As such the internal and support services, relationships as well as the social inclusion of people with disabilities. At this point, intellectual disabilities can
11 be defined as “a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills” which originates before the age of eighteen (18) (Wehmeyer et al., 2008).
In Ghana, there have been significant transitions in the working strategies of the Social Work system concerning individuals with intellectual disability. Some of these strategies are embedded in the policies and practice of the Social Work Department and the Ministry of Gender and
Social Protection. Persons’ with Intellectual Disability experience difficulties in Ghana when seeking employment in Ghana. In many instances, taking care of their family member with intellectual disability means that one parent or guardian must restrict or terminate their own employment limiting the family’s income potential and perpetuating the vicious cycle of poverty.
Young persons with intellectual disability continue to face prejudice and discrimination that limit their social inclusion. A study conducted by McCarthy (2003) revealed that the struggle against overt and covert discrimination against people with intellectual disability continues.
It is imperative that persons with intellectual disability are often not connected with society due to their unique special needs. This often affects their ability to aspire higher in the collective society. Therefore, Social Work strategies that seek to initiate functions for the inclusion of persons with intellectual disability in all facets of society is critical for the social and cognitive development of such persons.
Generally, there are more gaps in literature on social inclusions of people with intellectual disability who are young. Results of few existing research on this theme is often limited to generals’ contexts with minimal focus on the contexts in which they live. Due to the limited studies available, there has been a knowledge gap, which is hindering how to appreciate social inclusions among young people with intellectual disability in relation to the society in which they
12 find themselves. Though studies (Abbott & McConkey 2006, McConkey, Walsh-Gallagher &
Sinclair, 2005) have conducted study in the area of intellectual diability, there is still much to be desired since they do not explore the individual persons with intellectual disability perspectives on their social inclusion in the phase of Social Work strategies. Thus, the study focuses on exploring the strategies SW in relation to persons with intellectual disability in a selected District in Ghana. The Social Approach and Human Rights Approach to Social Work especially pertaining to persons with disabilities were reviewed to ground the study.
Research Problem
Young persons with intellectual disability are subjected to continual prejudices and discrimination that deters their social inclusion. A study conducted by McCarthy (2003) revealed that the struggle against overt and covert discrimination against people with intellectual disability continues. People living with intellectual disability are separated from society as a result of prejudice and intolerance. They are inhumanely treated limiting them to reach their full potentials (Crane, 2002; Bigby, Fyffe, & Ozanne, 2007). This have been confirmed by victims of such injustices who argues that such are acts are inherent in our assumptions and mostly taken for granted (McCarthy, 2003).
Even though friendship are integral in social inclusion, people living with intellectual disability do not have access to sustained friendships. Bigby, Fyffe, & Ozanne (2007), suggest that even though these people may have desire for friends and support they are mostly denied resulting in inability to develop sufficient social skills. Lemay (2006), explains that friendship between people living with intellectual disability and those without intellectual disability are difficult because there are clear segregation between them with people living with intellectual disability usually restricted to roles that engages them routinely. It is imperative that persons with
13 intellectual disability are often not connected with society due to their unique special needs. This often affects their ability to aspire higher in the collective society. Therefore, Social Work strategies that seek to initiate functions for the inclusion of people living with intellectual disability in all facets of society is critical for the social and cognitive development of such persons.
Generally, there exist scanty research on social inclusion of people living with intellectual disability. Also, results of such studies are limited to the geographical location of participants in these research. Due to the limited studies available, there has been a knowledge gap, which is hindering the understanding of the social inclusion of young persons with intellectual disability in relation to the society in which they find themselves. Although (Aboagye, 1999; Picton, 2011) have conducted study in the area of intellectual disability, there is still much to be desired since they do not explore the individual with intellectual disability perspectives on the implementation of social inclusion strategies. As a result, the study focused on exploring the SW inclusion strategies for persons with intellectual disability in Manhyia North District of Ghana using the constructivist interpretivism approach to social science research with a total sample size of twenty-two premised on the principle of saturation.
Research Aim
The study explored the social inclusion of young adults with intellectual disability.
Research Objectives
Specifically, the study sought to;
1. To determine the social factors that influences the inclusion of persons with intellectual
disability in society.
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2. To examine the effect of social work strategies or interventions for the inclusion of young
persons with intellectual disability.
3. To ascertain the challenges that face social work strategies in integrating persons with
intellectual disability into society.
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1.0 THEORETICAL AND CONCEPTUAL BACKGROUND OF SOCIAL WELFARE AND SOCIAL WORK PRACTICE
1.1 The Evolving Theoretical Dynamics of Social Welfare and Social Work System 1.1.1 The Social Approach to Social Work
The social approach introduces another way of thinking: disability can be seen as the result of interactions between a person and her environment that do not tolerates the individuals’ differences. This lack of accommodation hinders the person’s active participation in the society.
Inequality is not due to the impairment, but to the inability of society to eliminate barriers challenging persons with disabilities (United Nations Human Rights, 2014). This model puts the person at the center, not his/her impairment, recognizing the values and rights of persons with disabilities as part of society. With the social model, disability is not a “mistake” of society but an element of its diversity.
Disability is a social construct resulting from the interaction in society between personal factors and environmental factors. Disability is not an individual problem but the outcome of a wrong organization of society. As a consequence, society should restructure policies, practices, attitudes, environmental accessibility, legal provisions and political organizations and therefore pull apart the social and economic barriers that avert full participation of persons with disabilities
(United Nations Human Rights, 2014).
1.1.2 The Human Rights Approach to Social Work
The human rights approach to disability builds on the social approach by acknowledging persons with disabilities as subjects of rights and the State and others as having responsibilities to respect these persons (United Nations Human Rights, 2014). It treats the barriers in society as discriminatory and provides avenues for persons with disabilities to complain when they are faced with such barriers. Consider the right to vote. A person who is blind has the right to vote
16 just as anyone else in society. Yet, if voting material is not in accessible formats such as Braille and the person cannot take a trusted individual into the voting booth to help indicate her preferred candidate, the person who is blind cannot vote.
According to the United Nations Human Rights (2014) human rights approach to disability recognizes the lack of voting material and the inability to have assistance in voting as discriminatory, and places a responsibility on the State to ensure that such discriminatory barriers are removed. If not, the person should be able to make an official complaint. The right-based approach is based on dignity and freedom and not on compassion. This allows all and sundry to be respected, supported and celebrated upon all the individual differences by creating a conducive environment that accepts and promotes the participation of all manner of persons including those with disabilities.
The human rights approach is an agreement and a commitment by persons with disabilities,
States and the international human rights system to put into practice some primary aspects of the social approach. This approach is binding on all States that have ratified the Convention on the
Rights of Persons with Disabilities. States must eliminate and prevent discriminatory actions.
Laws, policies and regulations that bind all persons emanates from the human rights approach and binding to all nations (United Nations Human Rights, 2014).
Other relevant human rights instruments are the Declaration on the Rights of Disabled Persons
(1975); the World Programme of Action concerning Disabled Persons (1982); and the Standard
Rules on the Equalization of Opportunities for Persons with Disabilities (1993). Although not legally binding, these instruments, adopted by the United Nations General Assembly, symbolize the moral and political commitment of States to take measures to protect persons with disabilities, including through national legislation and policies. So, if an international legal
17 framework already existed, why motivated them to have a convention on the rights of persons with disabilities? There were varying reasons and some are as follows:
The Convention was necessary to reaffirm the human rights of persons with disabilities and to ensure their participation in society as equal members and subjects of rights. Persons with disabilities continued to be perceived as passive recipients of assistance rather than rights holders. Both progress and challenges related to the development agenda failed to take into account the reality of persons with disabilities. Economic growth did not always result in social equality; and subsistence economies, such as in poor countries, sometimes marginalized groups with less power and fewer means. Persons with disabilities faced numerous patterns of exclusion.
Whiles standard-setting led to some improvements, the overall situation remained very unbalanced. Generally, persons with disabilities continued to be invisible in their societies and their marginalization often increased the risk of human rights abuse (United Nations Human
Rights, 2014). The Convention was necessary to address more comprehensively the challenges facing persons with disabilities and to better protect and promote their rights through a legally binding instrument.
In 2001, OHCHR commissioned a study on the rights of persons with disabilities and the existing human rights system. The study concluded that existing instruments and mechanisms were not paying sufficient attention to the promotion and protection of the rights of persons with disabilities; that the absence of an explicit legal protection of persons with disabilities represented a gap; that a human rights approach required reinforcing certain concepts to replace or clarify previous standards.
For example, the right to free and compulsory education for persons with disabilities means the right to an inclusive education, to be enjoyed with the other members of society. Existing treaties
18 did not make this clear. It was therefore crucial to review some of the previous approaches and adopt a legally binding instrument that could provide clarity to human rights concepts and standards as well as set out clear legal obligations on States. The study also underlined that persons with disabilities and their representative organizations were not using existing human rights standards and mechanisms, such as petitions systems under human rights treaties, to protect and promote their rights. This reaffirmed the need for a disability-specific human rights treaty (United Nations Human Rights, 2014).
The Convention was the result of a strong advocacy strategy put in place by organizations of persons with disabilities, civil society and States. Civil society, particularly organizations of persons with disabilities (DPOs), international organizations and academics supporting the disability movement were at the forefront of efforts to advocate and lobby for the Convention.
Their action defined the overall approach towards the Convention, making it clear from the beginning that any development in the area of disability had to be fully comprehensive, which ensured the involvement of all relevant participants rather than States only. The participation of persons with disabilities in important international forums and activities which preceded the
Convention, such as the first international review of the implementation of the World
Programme of Action concerning Disabled Persons, was key in preparing the path for a different approach (United Nations Human Rights, 2014).
The Convention does not provide a closed definition of disability. Its preamble states that disability is an evolving concept. Nevertheless, the Convention does reflect a social model of disability as it clarifies that disability results from the interaction between persons with impairments and external barriers that hinders their participation in society.
Below are some the Human rights identified in the Convention:
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Article 10 – Right to life; Article 12 – Equal recognition before the law; Article 14 – Liberty and security of the person; Article 15 – Freedom from torture or cruel, inhuman or degrading treatment or punishment; Article 16 – Freedom from exploitation, violence and abuse; Article 17
– Integrity of the person; Article 18 – Liberty of movement and nationality; Article 19 – To live independently and be included in the community; Article 21 – Freedom of expression and opinion, and access to information; Article 22 – Respect for privacy; Article 23 – Home and family; Article 24 – Education; Article 25 – Health; Article 27 – Work and employment; Article
28 – Adequate standard of living and social protection; Article 29 – Participation in political and public life; and Article 30 – Participation in cultural life, recreation, leisure and sport.
While the Convention does not create new rights, it does define with greater clarity the application of existing rights to the specific situation of persons with disabilities. For example, some appropriate measures to ensure freedom of expression and opinion, and access to information are: Providing information in accessible formats and technologies appropriate to different kinds of disabilities in a timely manner and without additional cost; and accepting and facilitating the use of sign languages, Braille, augmentative and alternative communication, and all other accessible means of communication in official interaction.
The Convention also includes a series of obligations on States in relation to a range of issues which are necessary for the full enjoyment of human rights (United Nations Human Rights,
2014).
1.2 The Theoretical Framework of Social Work Practice and Persons with Intellectual Disability
In the United Nations Human Rights training guide (2014), the framework reflected in the
Convention is built on the understanding that it is the external environment, and the attitudes that
20 are reflected in its construction, that plays a central role in creating the condition termed
“disability”. This contrasts sharply with the medical model of disability, which is instead built on the concept of the “broken body”, with disability being the obvious result of a physical, mental or sensory deficiency of the person. According to United Nations Enable (2008), people living with disabilities are the highest minority group in the world estimated to be about 10 percent.
They are excluded from basic amenities such as transportation, access to public places, institutions among others. In least developed economies, an estimated 80 to 90 percent of people living with disabilities are not employed.
Because of this approach, the notion of “disability” cannot be rigid but rather depends on the prevailing environment and varies from one society to the next. While the Convention recognizes disability as an evolving concept, it clearly endorses the understanding of it as a social construct,
(United Nations Human Rights, 2014). In line with this understanding, the Convention does not provide a closed definition for which persons with disabilities. These include all those who have long-term physical, mental or intellectual or sensory impairments that prevents realization of individual potentials and societal participation.
The Convention was necessary to address more comprehensively the challenges facing persons with disabilities and to better protect and promote their rights through a legally binding instrument. In 2001, The Office of the United Nations High Commissioner for Human Rights
(OHCHR) commissioned a study on the rights of persons with disabilities and the existing human rights system. The study concluded that existing instruments and mechanisms were not paying sufficient attention to the promotion and protection of the rights of persons with disabilities; that the absence of an explicit legal protection of persons with disabilities represented a gap; that a human rights approach required reinforcing certain concepts to replace or clarify previous standards (United Nations Human Rights, 2014).
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1.3 The Theoretical Foundation of Social Work and Persons with Intellectual Disability in Ghana 1.3.1 The Legal Foundation and Practice of Social Inclusion for Persons with Intellectual Disability and Other Disabilities in Ghana
According to Ghana Education Service [GES] 2005), Ghana has ratified all international treaties on the rights of Persons with Disabilities and has made domestic constitutional provisions for their education. These are manifested in local policy directions like the Education Strategic Plan
(ESP) 2003–2015, National Disability Policy, Persons with Disability Act and the Special
Educational Needs (SEN) (Ministry of Employment and Social Welfare [MoESW], 2000;
Republic of Ghana 2003a, 2003b; GES 2005; Republic of Ghana, 2006). All these policy frameworks have given direction to educational provisions for PwD in Ghana.
These policies share common commitments and goals, including the provision of additional SEN services and resources, improving the quality of available services, expanding IE, training additional teachers, improving infrastructure, collecting incidence data and combating discriminatory attitudes. There can be no doubt of international influences on Ghana’s policies.
1.4 Conceptual Issues 1.4.1 Disability, Intellectual Disability and Social Inclusion
Disability “refers to the personal limitations that are of substantial disadvantage to the individual when attempting to function in society”. Individuals with Disabilities Education Act (IDEA) is a law that asserts full, free, and appropriate rights to educational services for all people with disabilities from birth to age 21 (Ainsworth & Baker, 2004). The meaning of deinstitutionalization is to limit the number of state institutions by sending PWDs to alternates placements as a means to mainstream persons with different forms of disability into society to function.
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Intellectual disabilities “is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills”. Adaptive behavior skills are conceptual, social, and practical skills that people use to function in their everyday lives. Mild intellectual disabilities are verified if a person has an intelligence quotient test score of 56 to 70 (two to three standard deviations below the mean) and has deficits in adaptive behavior. Moderate intellectual disabilities are verified if a person has an intelligence quotient test score of 41 to 55 (three to four standard deviations below the mean) and has deficits in adaptive behavior (McClimens, 2003).
The elements of social inclusion for persons with intellectual disability identified throughout the literature include their involvement in the community, relationships with others, and sense of belonging. How they experience social inclusion is determined by the contexts in which they live. In different social spaces, persons with intellectual disability have a variety of experiences of inclusion and exclusion: “from avoidance, verbal taunts and physical abuse through to indifference, acceptance and incorporation” (Hall, 2005). One element of social inclusion is involvement in the community, consisting of involvement in activities and the use of community amenities. According to Abbott & McConkey (2006), involvement in the community means having opportunities and using community resources such as having access to facilities, venues, and mainstream services such as doctors and dentists. The availability and cost of transportation is important for persons with intellectual disability in accessing community amenities, especially for those whose living accommodations are in more isolated locations.
1.5 Conclusion
Intellectual Disability is associated with limitations in adaptive behavior as well as the intellectual functioning of the individual. It was seen that PWDs are a large group of minority
23 people throughout the world. They are discriminated and excluded from critical aspect of the society. The UN Conventions on persons with intellectual disability are necessary to address more comprehensively the challenges facing persons with disabilities and to better protect and promote their rights through a legally binding instrument. In 2001, OHCHR commissioned a study on the rights of persons with disabilities and the existing human rights system. The study concluded that existing instruments and mechanisms were not paying sufficient attention to the promotion and protection of the rights of persons with disabilities; that the absence of an explicit legal protection of persons with disabilities represented a gap; that a human rights approach required reinforcing certain concepts to replace or clarify previous standards. Person’s with
Intellectual Disability experience difficulties in Ghana when seeking employment in Ghana and other services even though there exist numerous laws and regulations against such practices.
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2.0 METHODOLOGY OF THE STUDY
2.1 Research Method 2.1.1 Constructivist Interpretive Epistemology The constructivist interpretivism approach to research is a research procedure that has two faces to research. One, it grants respondents opportunity to decongest their knowledge and experience on a subject matter. Two, it gives researchers opportunity to make inferences and derive thoughts from the experiences of research participants. These avoid the biases and strictness that are associated with positivist approach to research which are often rigid and limit research participants in expressing the in-depth dynamics of the subject of research. Hence, (Denzin &
Lincoln, 2000) refer to the approach as a process of interpretation and naturalistic enquiry. To
Sandberg (2005) the approach of interpretivism to research has gained exponential growth as a result of the inherent despondency that is associated to positivistic research.
Crotty (1998, p. 3) stated that: 1) “methods refer to the ways to collect data and to analyze data;
2) methodology is the strategy, plan of action, process and design lying behind the choice and use of particular methods and linking the choice and use of method to the desired outcome; 3) theoretical perspective is the philosophical stance informing methodology and thus providing a context for the process and grounding its logic and criteria; 4) epistemology is the theory of knowledge embedded in the theoretical perspective and thereby in the methodology. It can be clearly understood from his clarification and categorization that hierarchical, interrelated and easy-to-confuse relationship among those four elements. Crotty (1998) continued by saying, there are three epistemologies in social research: objectivism, constructionism and subjectivism.
Each epistemology accordingly has its own relevant theoretical perspective, methodology and methods. In this research, a constructivist worldview is utilized to study the phenomenon of the social inclusion of young adults with intellectual disability.
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Unlike positivism, interpretivism seeks to capture multiple perspectives from participants and researcher’s view of reality (Neuman, 1991; Edwards & Skinners, 2009; Denzin & Lincoln,
2011) than mere numbers and fixated notions (Kroeze, 2012). According to Guba & Lincoln
(1994); Creswell (1998), interpretivist approach to social science research helps in exploring social or natural human problems. To (Ospina, 2014), it enables researches to expand understanding on social phenomenon from the perspective of the actors involved, rather than explaining it from the outsiders point of view which could be misleading and one-sided. In that regard, it is appropriate to this research since it can help source the underlying contextual circumstances associated with the inclusion of ID persons from practitioners, families and ID persons’ point of view.
However, (Silverman, 2010) points out that due to the subjective and detailed nature of the approach to research, fewer sample size can be captured. Hence, there could be the likelihood of sensitive contexts being eliminated in this approach of inquiry. Thereby, (Berg, 2009) argues that the approach can suffer credibility and often disregarded by stakeholders. As a result, it has less capacity to be generalized unlike positivist approach to research (Harry & Lipsky, 2014).
Regardless, Yin (2006) argues that the principle of triangulation can help validate the research to improve credibility.
2.2 Method of Data Collection Data was retrieved from both primary and secondary sources. The primary sources of data included the information derived from the field through key informant interviews and in-depth interviews sessions with the purposively sampled key informants, persons with intellectual disability and households. The secondary sources of information were derived from journals, archives, articles, books and other related published works related to the subject matter and empirical work in the study area.
26
The Key Informant Interviews and In-depth Interview Guides were used to source data and information for the study. According to (Marshall, 1996) key informant interview is an in-depth interview focusing on a list of issues regarding a topic with which interviewees have first-hand knowledge to obtain in-depth description of perceptions or experiences. This particular data collection method was used to source information from Key Informants who were purposively selected from the office of Social Work, the School, NGO and FBO. Key Informant Interview
Guide was used to support the collection of data from the respondents. It was categorized into four sections. One captured the demographic characteristics. Two captured questions on the objective one. Three was focused on questions on objective two. The forth section captured questions towards objective three.
The In-depth Interviews (IDIs) were also conducted to derive information and data from young persons with intellectual disability and respondents from their households. Boyce (2006) describes in-depth interviews as interpretivists data collection method that involves conducting intensive individual interviews with a small number of respondents to explore their perspectives on a particular idea, program, or situation which offers researchers a complete picture of what happened in an issue. The IDI Guide was used to source information and data from respondents on the subject matter. The guide had four sections. They were; the demographic characteristics; questions on the objective one; questions on objective two; and questions towards objective three.
Since the Researcher was based in Germany during the period of the study, phone interviews were conducted for the three Social Workers, one respondent each for two NGOs, one respondent each for two FBOs and five persons with intellectual disability and two other respondents each from their households. Information gathered from the practitioners were in
27
English so they were transcribed verbatim, cleaned and categorized in themes to exhaust the various objectives guiding the study. Information gathered from the persons with intellectual disability and their households were in Ashanti Twi (Ghanaian Language). Hence, they were translated into English, cleaned and categorized according to the themes of the research objectives. Some of the narratives were captured in English to supplement discussions from the perspectives of the research participants.
2.3 Sampling According to (Gesler, Smith, & Washburn, 2000) sampling in interpretivism research has to be rigorously addressed to serve as a basis to the understanding of validity of the research. Dey,
(1999); Charmaz, (2006) disclosed that it will help to avoid the tendency of the researcher influencing the state of saturation. However, (Morse, 2007; Merriam, 2009) have argued that the point of data saturation where the researcher is not gaining new insights from interviews process on the research themes is enough to satisfy the research validity in terms of sample size. The purposive sampling was used to select research units for the study. This is because the approach offers the researcher the opportunity to select sample units who have in-depth idea about the subject matter being studied than other persons in the research population. Marshall (1996) has argued that there are some informants who possess 'richer' knowledge on a subject matter than others who can provide insights and understanding for the researcher. Hence, the purposive sampling was used to select NGOs and Social Workers who are assigned to persons with intellectual disability. The Social Workers include the Practitioners and the NGOs working with persons with intellectual disability. After the researcher established contact with the Social
Welfare Department at Manhyia North District, some persons with intellectual disability households were contacted by the Department to assess their interest to partake in the research data collection. Eventually, the households that agreed to the call were referred to the researcher
28 for data collection. The respondents in each household included the young adult with Intellectual
Disability and two care givers or guardians of the household. In the five instances, three households’ respondents were biological parents to the persons with intellectual disability whilst two households consisted of guardians either than biological parents.
2.4 Process of Data Analysis Data gathered from the field through the synchronous phone conversations with Key Informants in English was cleaned, edited and transcribed verbatim. Data gathered from purposively selected households with persons with intellectual disability in Ashanti Twi was cleaned, edited and transcribed to the most nearest meaning in English. Afterwards, the data was organised into themes and categories for identification of patterns and similarities of responses from the informants and respondents. Subsequently, the data was analysed manually to make meaningful discussions. The data was presented in figures, tables and segments according to the theme and categories developed. Narrations were captured in the analysis to suffice the broad themes in which the researcher captured responses. The analysis was done concurrently making inferences from literature related to the subject matter.
2.5 Ethical Considerations, Reliability, Validity and Limitation of the Study The study adhered to strict ethical principles in achieving its objectives. The participants anonymity were protected by using pseudonyms to assign names as explained in the interviews.
Also, data confidentiality was ensured by using the data for the intended purpose only and no participant suffered any form of harm or injury as a result of the study. Informed consent is critical in research processes (Jones, 2007). Therefore, the study strictly sought the consent of participation from respondents. The reliability of the research was guaranteed through the dual data collection methods and varied category of respondents sampled for the study. The research was limited by the geographical distance between the researcher and respondents. This is
29 because face-to-face interview in such interview give more insights to cross check facts through gestures and other forms of non-verbal communication.
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3.0 ANALYSIS AND DISCUSSION OF DATA RELATED TO THE STUDY
This section of the study analysis data and information gathered from the study.
3.1 Introduction
This chapter presents the relevant data obtained through the field survey into desired information. The presentation and discussion of the data was done around the study objectives.
3.2 Socio-demographic characteristics of respondents
The socio-demographic characteristics of respondent’s sex and age are presented in the tables and charts.
Table 3.1: Age and Sex Distribution of Respondents
Age Male Female Total
Frequency Percentage Frequency Percentage Frequency Percentage
(%) (%) (%)
18-30 3 13.63 1 4.54 4 18.18
31-43 4 18.18 7 31.81 11 50
44-66 1 4.54 3 13.63 4 18.18
67+ 1 4.54 2 9.090 3 13.63
Total 9 40.89 13 59.07 22 99.99
Source: Field Work, 2020
Table 3.1 shows the age distribution of respondents in the Manhyia North. The study captured 22 respondents in all. These included fifteen respondents from five households with person with intellectual disability. Each house captured the response of two guardians and one young person with intellectual disability response, Three Key Informants who are employed by the state through the Ministry of Gender and Social Protection in the Department of Social Welfare and
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Community Development, Four Key Informants who practice Social Work through Non-
Governmental Organisations (2) and Faith –based Organisations (2). At this point, data was saturated and information was been repeated.
Out of the four respondents between the ages of 18-30, three (3) of them were males representing a percentage of 13.63. The female respondents in the same category had a frequency of one (1) corresponding to 4.54% of the total sample size. For respondents within the category of 31-43, four (4) among them were males representing 18.18% whilst seven (7) of them were females who make up 31.81% of the total sample size. The cohort of 44-66 had a total of four (4) respondents of which one (1) was a male and three (3) were females representing 4.54% and
13.63% respectfully. The last cohort of respondents fell in the age of 66 and above. Response from this category captured one (1) male respondent and two (females) represented by 4.54% and 9.090% respectfully. In effect, the table reflects domineering female responses of 13 out of
22 representing 59.07% of the sample size whilst males make up to 40.89% of the sample size.
Particularly, the highest frequency of female population was spotted between the ages of 31- 43.
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The pie chart expresses the sex dynamics of respondents purposively sampled for the purpose of the study.
Sex Distribution
41
Female Male 59
Figure 3.1: Sex distributions of respondents Source: Field Survey, 2020
The chart reflects domineering female responses representing 59.07% of the sample size whilst males make up to 40.89% of the sample size. This can be related to the gendered roles in terms of household care especially in poor homes where a parent or guardian had to quit employment to support a person with intellectual disability in the house. Thus, it can be attributed to the reproductive care period of most females in developing countries and elsewhere. Hence, purposively targeting households with persons with intellectual disability would be surely dominated by a female population in that cohort who gives care to persons with intellectual disability as parents, grandparents or other extended family members.
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3.3 Factors that influence the implementation of Social Inclusion of Young Persons with Intellectual Disability in society The factors that affect the inclusion of young persons with intellectual disability are critical in assessing the efficacy of SW strategies and interventions in a particular jurisdiction. This is because the underlying social norms, economic circumstances and gender dynamics of a particular society cumulate as to produce the results of SW work strategies. These same factors preempt the preconditions that a particular social work intervention put in place to ensure that actions and interventions to integrate persons with intellectual disability in the normal society routine adopt. Hence, the factors as disclosed from the study are explained below.
3.3.1 Socio-Cultural Factors and Implementation of Social Inclusion Strategies The socio-cultural factors that affect the inclusion of persons with intellectual disability are the underlying features that emanate from subjective cultural and societal norms, values and perceptions which serve as a catalyst to facilitate the efforts of SW in the integration of persons with intellectual disability. From the study, it was discovered that socio-cultural factors critically affect the inclusion of persons with intellectual disability in the normal routine of their society.
Although the study area is an urban area with much cosmopolitan features, people still perceive that persons with intellectual disability are products of sins their ancestors or present family members engaged against someone, a deity or an animal (totem).
A Key Informant expressed the below narrative;
“In our part of the world, I mean Ghana; persons with intellectual disability are most at
times regarded as taboos. They are seen as products of either of their parents’ sins and
curses. That is, persons with intellectual disability are seen punishment to their parents.
Some also believe the condition of intellectual disability is as a result of failed tampered
pregnancies. Some also believe it is genetics of a particular family. Hence, most people
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who even want to marry in some families are prompted that they could give birth to
persons with intellectual disability. This perception is so entrenched that the moment
people see persons with intellectual disability, they anticipate some sins their family have
done.” Key Informant, Social Welfare Department, Manhyia North, Fielwork, February,
2020.
As such, people accepting persons with intellectual disability as normal and according them the social recognition of other normal persons in society is a challenge. By extension, most families in society perceive persons with intellectual disability as people who can be followed with bad omen. Hence, most families bare marriage and friendship with persons with intellectual disability. These views have found their ways into the languages architecture of societies that reflect in adages and proverbs against associating with persons that have ‘strange’ features than the normal society.
A household respondent expressed the below;
“I have been looking back to see what I have done against someone to give birth to a
persons with intellectual disability. I know we are all human beings and offend each
other but I don’t think I am a worst offender to be burdened with persons with intellectual
disability. Everyone have a way of looking at you the moment they see her with you.
Initially, she was schooling in the mainstream Public School but the stereotypes; name-
calling and complaints were too much so she stopped. A friend introduced me to their
school at Kwadaso in this Ashanti Region. She has improved in communication and
coordination skills since she started the school.”
Another household respondent who is taking care of a sister’s young girl with intellectual disability expressed the below;
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“If not God, my sister would have sacrificed her in the early days of her life. We hid her
for long before people got to know she was persons with intellectual disability. The
father’s family was pointing accusing fingers at our family for being the cause of the
intellectual disability characteristics in their child. My sister became frustrated to the
point of leaving her at an orphanage or arranging her for the sacrifice. But, she became
courageous and “gave her life”. After some time, my sister had opportunity to travel to
the UK. Unfortunately, she has not given birth again. So, though Maame is with
intellectual disability characteristics, she really supports her and admires her. Most of
her drugs come directly from the UK. But still, people hold their negative perceptions
about her origin. She has some friends who visit her in our house in the Estate. If other
young persons with intellectual disability get it this way, it will be quite easier integrating
them than the many that have poor support.”
3.3.1.1 Stigmatisation and Implementation of Social Inclusion Strategies
It is worth to note that families with persons with intellectual disability are mostly scared to face the stigma that follows persons with intellectual disability in their family. Hence, some families hide persons with intellectual disability in order to secure some social entitlements that could be deprived persons with intellectual disability and their families in society. Although most of the respondents purposively selected from persons with intellectual disability households expressed a slow pace of societal acceptance of persons with intellectual disability, they believed the entrenched stigmatization of persons with intellectual disability still affect the effectiveness of
SW policies about their relatives with intellectual disability in society. On the perspective of the
NGOs sampled for the study, it was disclosed that they serve as community based advocacy in running down the underlying socio-cultural constructs about the myths behind the birth of
36 persons with intellectual disability which grounds their stigmatization in their communities and their households.
A Key Informant from an NGO revealed the below narrative;
“In the olden days, their relatives and other neighbours had to sacrifice persons with
intellectual disability to gods or leave them inside a stream for them to be carried away.
Those who sacrifice persons with intellectual disability in streams believe they are
children of the river gods who mistakenly came into existence so they are sent back to the
river gods in that sacrifice. ……So, there are many persons with intellectual disability
here who we believe are not orphanages but were abandoned by their parents or
guardians due to the societal crucifixion awaiting them. Hence, integrating persons with
intellectual disability becomes challenging due to issues of acceptance by the broad
society.” Key Informant, NGO for Orphans and Persons’ with Intellectual Disability,
Manhyia North, February, 2020.
These findings reflect Sandow (1994) view that the model of stigmatizing persons with intellectual disability persists when people are particularly superstitious and also where an inexperienced view of action is prevalent or where people are fatalistic.
It was revealed that the effectiveness of SW interventions is not a standalone without efforts of community based advocacy groups against the socio-cultural circumstances that derail the integration and integrity of persons with intellectual disability in society. Another key informant from the FBO revealed that the religious bodies play a role in the underlying socio-cultural circumstances through the perceptions they imbibe in their believers about the spiritual causes of intellectual disability than the approved scientific explanations. These findings confirm the arguments of (Eliason, 1998; McConkey, WalshGallagher, & Sinclair, 2005) that connect the
37 efficiency of SW interventions to the underlying socio-cultural fibers of a particular society and how they perceive persons with intellectual disability.
3.3.1.2 Objectifying Persons with Intellectual Disability and Implementation of Social
Inclusion Strategies
Regardless of the changing pattern of societies thought on persons with intellectual disability, discrimination and so many misconceptions associate their involvement in societal functions as other normal human beings. The misconceptions affect the inalienable human rights of persons with intellectual disability and affect their inclusion in society as human beings and partners of development in the global work. This throws light to the fact that more efforts need to be focused on hyping the human rights of persons with intellectual disability and other forms of disability to live in dignity and self-actualization.
The inhumane acts that persons’ with intellectual disability and other disabled go through due to the underlying assumptions and misconceptions that some societies expose them regardless of the various international treaties and local rights Ghana and many other countries have subscribed. Persons’ with intellectual disability are perceived as ‘idols’ or ‘gods’ due to the physical look. To some people, persons with intellectual disability are less human and compared to other inanimate objects justifying inhumane misconceptions and treated given out to them by some people in communities.
A Key Informant from one of the NGOs interviewed disclosed the below narrative to suffice the fact that persons with intellectual disability are perceived as objects and ‘idols’ than human beings worth decent lives;
“In our local parlance, we describe them as “nsuoba” [Ashanti Twi Language], literally,
water or river baby. Regardless of the fact that this act is against the human right of
38
these children, they are known practices and some societies endorse them without any
displeasure whatsoever. Education has somehow reduced these practices in urban areas
like Manhyia North District but deep in other rural areas, they are still being practiced.
Some people in urban areas who do not subscribe to the sacrificial procedure rather
resort to leave them at Orphanage Homes in disguise.” Key Informant, NGO for
Orphans and Persons’ with Intellectual Disability, Manhyia North, February, 2020.
3.3.2 Economic Factors and Implementation of Social Inclusion Strategies of Persons with Intellectual Disability The factors that affect the integration of persons with intellectual disability can be perceived in two ways from the economic angle. First, the economic dynamics of a household with persons with intellectual disability remains a major factor in the effectiveness of the SW interventions of persons with intellectual disability. Although the efforts of SW in integrating persons with intellectual disability in society is a right based approach grounded by the constitution of Ghana through, the economic capacity of households determines the extent to which their relatives with intellectual disability benefit from the policy interventions through accessing information and services which come with transportation costs and other initial commitments. Second, perception of society for persons with intellectual disability from affluence or middle incomes homes are quite subtle as compared to persons from poor homes who cannot afford decent living.
3.3.2.1 Business Discrimination and Implementation of Social Inclusion Strategies
The economic condition of some households whether in rural or urban areas worsens when a young persons with intellectual disability is born in such household. This is attributable to the fact that some people cling to the uncouth stereotypes about persons with intellectual disability; believing that any business transactions with the household with a young person with intellectual
39 disability can result in ‘bad omen’ or ‘curse’ and possible transfer of intellectual disability into the other person’s generation. Such stereotype is enough to fertilise withdrawal others in a community from engaging in petty trading or whatever business a family uses to support their household with person with intellectual disability. This business stereotype affects that camaraderie and other associations that are built around petty business which offer social capital and other forms of networking. A Key Informant from one of the NGOs disclosed the below in the discussion;
“There are so many economic implications of nurturing and integrating persons with
intellectual disability into society. Giving birth to persons with intellectual disability or
nurturing one in many parts of Ghana including Manhyia North comes with a whole lot
of implications. That is, by virtue of the fact that one has given birth to a persons with
intellectual disability, the entire household stand the stigmatization of business boycott.
This means that people decide not to buy from persons with intellectual disability family
if they are engaged in petty trading. Some buyers believe the curse can be transferred.
Even if a person with intellectual disability family wants to buy something from a trader
in their community, the person often rejects mingling their money inside the mainstream
sales due to the cursed stereotypes. As such, getting enough to support the special needs
of the persons with intellectual disability financially becomes a problem for the family.
Hence, they cannot be supported by their family to go through special schools that attract
some charges and miscellaneous.”
Hence, it was disclosed that addressing socio-economic stereotypes that affect persons with intellectual disabilities and their families are very important in reversing the harsh underlying
40 economic undertones from communities where persons with intellectual disability lives that affect Social Inclusion strategies. A Social Worker had this to say;
“All these stereotypes even affect their opportunity for friendship and other networking.
This is because most families warn their children against playing and associating with
persons with intellectual disability. All these affect the integration of persons with
intellectual disability into the usual pattern of society to function as other persons. As a
result, economically empowering persons with intellectual disability and their households
is not enough to financially strengthen them but smashing the socio-cultural stereotypes
is very important in supporting the inclusion of persons with intellectual disability into
society.” Key Informant, Social Welfare Department, Manhyia North District, February,
2020.
3.3.2.2 Household Economic Status and Implementation of Social Inclusion Strategies
Although society generally has reserved perception for persons with intellectual disability, it is particularly different on economic grounds. For instance, it was revealed that households with good economic status from middle class to high class have higher chances of benefiting from
SW interventions and integration into society although society still hold their socio-cultural reservations about persons with intellectual disability. On the other hand, households who fall below the poverty line or are less sound in economic terms become worse affected by the socio- cultural believes that inhibit the effective integration of their relatives with intellectual disability.
A respondent from persons with intellectual disability household revealed the narrative below;
“Her mother supports her education and upkeep with monthly and ad hoc remittances.
So, we pay the subsidy that the government charges us in her school which is mostly
between GHc100 and GHc200 (approximately between US$22 and US$ 44) for three
41
months. But we know this is highly unaffordable for some guardians. Even the medicines
we buy for her, I am not sure many people can afford. It would have been difficult for my
sister to have consistently afford the care she gives her through me if not because she is
having some economic advantages in staying and working in the UK.”
This is particularly because poverty or less economic standing denies households the capacity to access information guiding persons with intellectual disability integration and policies. Again, the injustices the poor face in society are worsened for such people since their poor families might be already battling recognition and self-esteem in society before they were born.
The influences of the economic conditions of families in informing the efficacy of SW interventions encourage the inclusion of economic empowerment of households with persons with intellectual disability intermittently by the Ministry of Gender and Social Protection through its Livelihood Empowerment Against Poverty (LEAP) programme.
3.3.3 Policy Factors and Implementation of Social Inclusion Strategies of Persons with Intellectual Disability These factors include the actual policy features that affect Social Work efforts in integrating persons with intellectual disability. It was disclosed that certain policies were copied from other jurisdictions with different socio-cultural and economic perspectives about viewing persons with intellectual disability regardless of the fact that persons with intellectual disability face similar negative perceptions in many countries. This affects the communication and interpretation of policy by duty bearers. Consequently, policy implementation and their effectiveness and stand the chance of being thwarted against the assumed snapshot of the source of the policy or its inspiration. Hence, national policy actions that are not tailored to the many underlying specific societal circumstances facing households with persons with intellectual disability are critical in
42 the effectiveness of SW interventions. In some instances, the proper and effective communication machinery for the target of the policy becomes difficult.
Furthermore, some respondents revealed that although they are aware there are policies that support persons with intellectual disability to integrate into society, they fear to expose their family members to the stigma that persons with intellectual disability face in society since the policy interventions fail to enforce some barriers of discrimination in society against persons with intellectual disability. A Key Informant sufficed this with the commentary below;
“….With these running perceptions, it is very difficult to integrate young persons with
intellectual disability who might have had some training or not into the mainstream
activities of society. The stereotypes, discrimination and objectifying of them still go on
overtly but subtle in certain urban areas.” Key Informant, NGO, Manhyia North District,
February, 2020.
The practitioners also revealed that persons with intellectual disability mostly need assistance from their families to access certain basic services. A Key Informant narrated the below;
“There are numerous policies that have been demarcated in projects. These include
education of communities and persons’ with intellectual disability families.
Empowerments of persons with intellectual disability through special education and seed
capital for business which are monitored closely have been used to sort out some of the
financial challenges. The Constitution of Ghana itself supports the integration of persons
with intellectual disability in the numerous clauses that abhor discrimination. But all
these boil down to the communities. They do not care about the human rights or other
treaties. Their entrenched positions remain their tools against persons with intellectual
disability. So, the social welfare is constantly working on educating on people to
43
understand the counter facts that they have associated to persons with intellectual
disability. There was one case in this District which I followed up. A young person with
intellectual disability was maltreated by the community to a point that his family became
fed up. So, we contacted the family, sensitized them and they now understand the special
needs of their young persons with intellectual disability. They are now doing their best to
cooperate with us to give him care.” Key Informant, Social Welfare Department,
Manhyia North District, February, 2020.
3.3.3.1 Policy Communication, Localisation, Stakeholder Participation and Implementation of Social Inclusion Strategies
This is inherent in the translation of policy and other technical information for local stakeholders to understand and utilize the messages. The situation gets an overall effect on the implementation of social inclusion strategies for young persons with intellectual disability. A respondent from one of the households disclosed that there are certain policies which they were not aware could integrate persons with intellectual disability in the normal education system until a random person discussed that with the family.
Although young persons with intellectual disability have right to enjoy some entitlements in society through Social Work, efforts to integrate them into the normal setting of society stands the chance of being compromised when they are not assisted by parents, guardians or friends in accessing them. Meanwhile, most policy actions isolate the persons with intellectual disability whilst their families are also apart. This manifested in the response of a persons with intellectual disability household respondent as below;
“I do not know much about the policies but I know there are many entitlements in the
form of start-up capitals and LEAP transfers for households with persons with
44
intellectual disability and other disabilities. We were directed by her school to register
her in the District Social Welfare Department to get access to information and other
benefits to support her upkeep. Such policies can go a long way to help persons with
intellectual disability and their families to better function in society.” Young persons
with intellectual disability Parent, Manhyia North, February, 2020
This makes the holistic care of persons with intellectual disability in the phase of policy interventions incomplete. One of the NGOs also revealed that there are certain policy inefficiencies that make efforts in bridging the societal gap of persons with intellectual disability difficult due to the ‘copy-paste’ dynamics of the policies that SW interventions in Ghana emanate. This consolidates the numerous findings guarding the relationship between tailored policies and the success of policy interventions especially related to integrating persons with intellectual disability.
3.3.4 Gender Dynamics and Implementation of Social Inclusion Strategies of Persons with Intellectual Disability This connotes the inherent gender factors that affect the inclusion of persons with intellectual disability. The various key informants indicated that although persons with intellectual disability face similar circumstances with discrimination, the extent has some gender outlook.
3.3.4.1 Gender Opportunities for Friendship and other Relationships
Young females with intellectual disability have the higher opportunity to be married or engaged in other sexual relations and integrated into society than a male with intellectual disability. A household interviewed revealed that most young males with intellectual disabilities may have male friends in society but most families prevent their female daughters to accept friendship from males with intellectual disability just to avoid intermarrying persons with intellectual disability to invite the gene of intellectual disability in their generation. Most females have to
45 succumb to this advice from their family and friends. However, young females with intellectual disability in some extreme cases stand the chance of being sexually engaged by some assertive males who have an enlightened opinion on the defects in societal perception of persons with intellectual disability. One of the persons with intellectual disability households interviewed narrated how their young female daughter with intellectual disability was impregnated by a visually impaired boyfriend who is not a person with intellectual disability.
Regardless, efforts for the man to marry their daughter became difficult due to societal pressure on the man. These are lapses that SW interventions focus is needed since they determine the inclusion of persons with intellectual disability in society. On another angle, one of the SW practitioners revealed the effectiveness of some of the interventions relied on underlying gender circumstance in a household. In further discussions, it was disclosed that households with females had more attention for persons with intellectual disability and hence, followed up SW interventions for persons with intellectual disability. These females can even resort to begging which will lead them to SW interventions.
This was a narrative from a respondent;
“The inherent gender factors: The gender dynamics are not so strong like the socio-
cultural factors. However, most females are liable to rape and other forms of sexual
assaults from other persons with or without intellectual disability. In some instances, it
leads to STIs or pregnancies. As such, this makes integrating young female adults require
tailored needs and training. Regardless, both of the sexes of persons with intellectual
disability are liable to the same discrimination in society. On the tangent of the family
care, most females whether grandmothers or mothers or mother’s sisters take care of the
46
persons with intellectual disability.” Key Informant, NGO for Orphans and Persons’ with
Intellectual Disability, Manhyia North, February, 2020.
3.3.5 Other Factors that Influence Implementation of Social Inclusion Strategies of Persons with Intellectual Disability The other factors that affect SW Interventions for persons with intellectual disability include the education status of households of persons with intellectual disability. There is the high likelihood for persons who have higher education to better understand invalidate the social myths and stigma that surrounds persons with intellectual disability than a household without such. A key informant disclosed that when persons with intellectual disability belong to households where literacy and other forms of education are higher, they are better understood and easy access information and SW interventions for their relative with intellectual disability than households with less or no formal education. Consequently, the effectiveness of SW initiatives to integrate persons with intellectual disability is informed by the education status of the persons with intellectual disability. This relates to the findings of Hall (2005) on the relationship between the competencies of persons with intellectual disability and the ease of their social inclusion.
Again, the persons with intellectual disability exposure determine their integration in the normal lives of society. This can be related to the household exposure of the persons with intellectual disability. That is, the literacy and formal education status of the young person with intellectual disability relatives will affect the education and exposure the young person with intellectual disability can attain in society. With a higher level of education that improves the young person with intellectual disability self-esteem, the higher their ability to integrate in society than a person who does not have such exposure. This conform the various researchers that connect the education status of a person with intellectual disability household and their ability to integrate in society using SW interventions.
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A respondent had this to say;
“…She told me that there are many persons with intellectual disability in the UK than
those she has seen around. She explained that it could be because people over there
understand the rights of persons with intellectual disability and do not sacrifice them to
river gods like some do in Ghana. I know her traveling exposure has also opened her
understanding and shows how she supports Maame.”
3.4 The Effects of Inclusive Strategies and Interventions of Social Work for Young Persons with Intellectual Disability The effects of the interventions by SW on young persons with intellectual disability do not only trickle to persons with intellectual disability but they transcend to the family, community and nation of the persons with intellectual disability. It further improves policy through evaluation of
SW interventions on persons with intellectual disability. Hence, the effects of SW interventions on persons with intellectual disability have been captured into three. These include Micro,
Median and Macro level effects. The findings and discussions on this theme are as below.
3.4.1 Micro-level/ Individual Effects of Inclusive Strategies and Interventions of Social Work for Young Persons Intellectual Disability The micro level effects can be captured as individual level benefits that the young persons with intellectual disability accrue from the interventions of SW actions to integrate them in the normal lives of society. These effects are often targeted as positive indicators that are accrued from SW intervention. However, some lapses may be spotted in the continuum of the interventions and strategies. On the individual account, SW interventions improve the perceptions of society about the origin of persons with intellectual disability. This averts the social stigma that persons with intellectual disability face in society. A young girl with intellectual disability shared her experience in the narration below;
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“This will stop them from looking at me when I am moving to school. This will get me
more friends. It will also make me go and visit my friends and buy things alone like my
siblings do”
By extension, it helps them explore their potentials and brace their self-esteem to integrate into the subjectively constructed society. The economic empowerment strategies that are inherent in the SW interventions improve the economic capacity of persons with intellectual disability to fund their physiological needs. Furthermore, the advocacy workshops for persons with intellectual disability improve their knowledge on their rights and assert their weight to demand them from other duty bearers in society. In a discussion with one of the key informants from
Ministry of Gender and Social Protection, it was revealed that sound SW interventions to include persons with intellectual disability psychologically affect their existence and build their self- esteem to avert the isolation and low self-esteem that persons with intellectual disability face in society.
A Key Informant narrated this;
“They fight against the stigma that person’ with intellectual disability battle. Because of
the way society treats them, they often lack trust for others. To a larger extent, they don’t
have confidence in themselves. So, strengthened and well implemented SW Interventions
with the human with the human right face boosts their self-confidence and trust for other
persons. So, we educate them about their conditions. This builds their confidence to take
up initiatives that support themselves, their family and community. This goes a long way
to build their confidence to assert their rights as human beings.” Key Informant, Social
Welfare Department, Manhyia North District, February, 2020.
Another Key Informant from one of the NGOs had this to say about the theme;
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“We target the society by doing community sensitization especially at hotspots where
persons with intellectual disability are treated adversely in the community. Our advocacy
strategies keep sensitizing people to unlearn the stereotypes that are toxic to the rights of
persons with intellectual disability, their family and the broader community.” Key
Informant, NGO, Manhyia North District, February, 2020.
3.4.2 Median- level/ Family based Effects of Inclusive Strategies and Interventions of Social Work for young Persons with Intellectual Disability The middle or family level effects are the implications that SW actions have on the immediate families of persons with intellectual disability. This effect can be connected to the trickle down effects that actions of SW have on relatives of persons with intellectual disability. A relative of a young person with intellectual disability disclosed that the efforts of SW are gradually turning the phase of society’s perception for their relative with intellectual disability. She further disclosed that the stigma the families faced in previous decades that prevented their economic and social opportunities like intermarriage opportunities are gradually fading in the phase of the rising advocacy from SW actions and CSOs. One of the respondents disclosed the below;
“I will not say it is better but the old days stigma is quite better. If I compare how society
accepts Papa to the olden days, I realize a lot have change but there are still rooms that
need improvement. These days, people do not point accusing fingers to the family like in
the olden days. However, the stigma is still there. Regardless, the economic supports they
give to families go a long way to support the care of my son. Left to me, I think more
efforts for their acceptance and treatment as human beings can relieve us from a lot of
tension and fear when he goes out alone.” Father of Young Person with Intellectual
Disability, February, 2020.
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Another household respondent narrated the below;
“It is not always adequate to compensate the social and economic costs of raising up a
young person with intellectual disability but it is better than been there with half a loaf
than nothing. If we get more, we could support him better but we cannot pay society to
stop the stigma and that is the most worrying. You have stayed in Ghana and know the
nature of the stigma”. Aunty, Young Person with Intellectual Disability, February, 2020.
A Key Informant also expressed the below;
“The family of identified persons with intellectual disability also benefit from the
knowledge and sensitization on persons with intellectual disability. This helps them to
know that they are only stereotyped against without and substance. The families
consequently get relieved and openly seek support when they need. The entire family
confidence is built as against the cursed stigma that characterized them.” Key Informant,
Social Welfare Department, Manhyia North District, February, 2020.
Some household respondents indicated that the interventions of SW that affect their relatives with intellectual disability positively transcend to the entire household since they reduce the extra economic and social burden of them. Although this welfare approach is suitable in relieving the family burden especially in terms of the extra economic costs in giving young persons with intellectual disability care, the UN human right approach which undertones the underlying social injustices against the rights of persons with intellectual disability to association and inclusion into society is critical in bridging the long term strategic gaps that can be created in the lives of persons with intellectual disability and their family members or immediate guardians.
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3.4.3 Macro/Communal Effects of Inclusive Strategies and Interventions of Social Work for young Persons with Intellectual Disability The macro effects of SW interventions at the macro level captures the overall social sanity a community receives as a result of SW interventions that integrate persons with intellectual disability. From discussions with Key Informants in the area of advocacy, SW interventions and strategies of persons with intellectual disability improve the communal perspectives of persons with intellectual disability. They help the community to review unhealthy cultural and social practices that transcend injustice to persons with intellectual disability. Furthermore, SW interventions on persons with intellectual disability in developing countries will relieve the costs that community incurs in supporting poor families who have persons with intellectual disability relative (s). A practitioner revealed that enhancing the economic and educational capacity of persons with intellectual disability grants them opportunity to give back to the immediate society where they belong.
He expressed this;
“The communal effects of inclusion for persons with intellectual disability: It improves
trust among community members. It also limits the suspicions, judgments and wrong
associations that an entire society is tagged with. Understanding and integrating persons
with intellectual disability offer society the collective benefits of persons with intellectual
disability participation. Who knows? A young person with intellectual disability can
improve societal efforts in production, reproduction and community service when
trained” Key Informant, Social Work Department, Manhyia North District, February,
2020.
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Another Key Informant disclosed the below;
“…If you look at other countries, persons with intellectual disability are contributing.
Even in Ghana here, Kekeli Foundation in Accra is raising fashion models in young
persons with intellectual disability. Assuming those parents ‘returned the children of
gods’, could they have been contributing their quota? They have a lot more to offer like
other normal young adults if society clears the stigma against them.” Key Informant,
Social Welfare Department, Manhyia North District, February, 2020.
A Key Informant of an FBO also had the below narrative to suffice the theme;
“It is all based on love. If we love our neighbours as the Bible admonishes, we will not be
discriminating against other. Just because their looks are similarly unique does not mean
they are idols or properties of idols. It only shows society’s lack of love. In this vein,
accepting them means we have love as a society and the spiritual effects God who
created them will generate to society will be enormous.” Key Informant, FBO, Manhyia
North District, February, 2020.
3.5 The Challenges of Social Work Inclusion Strategies on Young Persons with Intellectual Disability Regardless of the persistence efforts of the various SW stakeholders, advocacy, plan implementation and monitoring have still faced various challenges which sometimes affect the effectiveness of SW actions. These are captured as social, financial, policy and human resource based challenges that bedevil SW interventions. The findings in these thematic challenges have been discussed below.
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3.5.1 Socio- Cultural and Stigmatisation Challenges of Social Work Inclusion Strategies on Young Persons with Intellectual Disability Regardless of the persistence growth in SW interventions to include persons with intellectual disability in the normal routine of society, persons with intellectual disability still battle acceptance into the normal routine of society. This is because the negative energies that emanate from societal norms, culture, and myths still battle the acceptance of persons with intellectual disability as normal people in the education, religious and other social networks of society. The discriminations that sprout out of the interactions of persons with intellectual disability lead to recurring negative impacts on SW actions. A key informant revealed that their advocacy has taken a long time to avert the myths that people associate to persons with intellectual disability because the very socialization that has been passed on to the current generations are still negative and perceive persons with intellectual disability as ‘idols’ or ‘curses’. Hence, social inclusion strategies from SW networks lag against the efforts invested.
The below is the reflections of a respondent on the theme;
“The challenges that face Social Work Strategies in integrating persons with intellectual
disability into society: The major problem is acceptance. You can give them all the
training but if the society and community they belong still hold on to entrenched notions
about their origin, the efforts of inclusion will come to not. It is very unfortunate that the
stigmatization further deepen the grief of persons with intellectual disability because
stigma affects their psychological wellbeing and existence. As I have indicated earlier in
our discussions, community sensitization is key in curbing the social norms and
constructs about persons with intellectual disability. People must understand the causes
of intellectual disabilities and know that intellectual disability is not a death sentence.
Neutralising these negative thoughts can provide a sanitise environment worth satisfying
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the human rights of persons with intellectual disability and their families.” Key
Informant, Social Welfare Department, Manhyia North District, February, 2020.
A Key Informant from one of the Faith Based Organisations (FBO) revealed that people with persons with intellectual disability particularly feel unsecured to expose their relatives even in worship centres where the basis of fellowship is love and acceptance.
He disclosed this;
“Some families can hide their relatives for over years. Some even feel embarrassed
associating with a young person with intellectual disability. You can have some parents
who will be willing to pride themselves with their other children but uncomfortable with
their children with intellectual disability. I believe it is all because of our long standing
perception about them which informs the treatment we give to them. So, sometimes, I do
not blame the parents much. It takes deeply rooted believers and religious people to
accept Children with unique characters that require special attention and support.” Key
Informant, FBO, Manhyia North District, February, 2020.
This shows the extent to which social constructions about persons with intellectual disability are conveyed to the church and other religious premises where much love and acceptance are expected. By implication, the boundary of the abuse of persons with intellectual disability
Human Rights knows no bounds. It is all faceting and endemic in the fibers of most societies where culture defines human acceptance. They also present a blur picture on the attainment of the United Nations Human Rights Conventions (2014) that present range of issues which are necessary for the full enjoyment of human rights
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3.5.2 Financial Challenges of Social Work Inclusion Strategies on Young Persons with Intellectual Disability This challenge captures the budget deficits that battle the implementation of interventions that cover persons with intellectual disability. It was revealed by one of the practitioner Key
Informants that most at times, the state implementation agency that spearheads the action of SW interventions of persons with intellectual disability and other disabled persons face financial challenges. These challenges affect efforts invested in plan implementation and follow ups.
Again, following up and enforcing constitutional sanctions against persons that discriminate persons with intellectual disability from integrating into the right based initiatives speculated by the constitution is a major challenge that perpetuate actions that reverse the efforts of SW in bridging the integration gap of persons with intellectual disability.
It was further disclosed that the state’s capacity to train persons with intellectual disability to a point of appreciating the dynamics of other normal life in society is often battled by financial challenges. Again, they key informant indicated that external funds that often come to cushion the Ministry of Gender and Social Protection efforts in improving the lives of persons with intellectual disability are sometime tied with arrangements that make efforts externally directed to achieved locality specific objectives.
Some respondents expressed the following;
“One of the main challenges that affect the delivery of services like workshops, training
of persons with intellectual disability and sensitization of society is finance. Sometimes,
you have the willing human resource but without finance, most of the efforts are scantly
implement. I have explained early that most rural and peri-urban areas are deeply rooted
in the discrimination and stigma. Meanwhile, our office is in the District Capital. So, it is
sometimes difficult to reach out to these people in sensitization programmes if the office
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does not have enough budgets from the Ministry or Internally Generated Fund (IGF) by
the District. Some of the schools and training centres for persons with intellectual
disability report similar issues to us. The debt on the school is sometimes discouraging
all because they are offering special training to equip young persons with intellectual
disability to mingle in society. Even in the mainstream schools, some parents of young
persons with intellectual disability cannot afford basic learning materials so we have to
sometimes go in to give support through the LEAP (Livelihood Empowerment Against
Poverty) programme or other platforms which are all ridden with financial challenges. In
some instances, some staffs use their funds to follow some reported cases so you can
guess the numerous financial limitations that to decentralized Social Welfare offices face
in fostering the inclusion of persons with intellectual disability. These scenarios can be
distressing to the policy directions in integrating young persons with intellectual
disability.” Key Informant, Social Welfare Department, Manhyia North, February, 2020.
Another said this;
“Like the Bible says, money answereth it all. We would have wished to mount campaign
platforms and podiums to explain to people that persons with intellectual disability are
God’s plan but we are limited. I was telling one of my fellowship members that if we are
able to sponsor a disabled person to stay in USA for ten years, people will forget his
disability when he or she returns. So, to be able to grant persons with intellectual
disability and other disabled people the capacity, funds are important. In some instances,
the Social Welfare Department and other agencies support but these are not enough.
Definitely, that is one of the reasons people still hold the stereotypes against persons with
intellectual disability because some poor homes make them look unattractive to attract
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friendship and acceptance in society, although I am not justifying society’s response to
persons with intellectual disability.” Key Informant, FBO, Manhyia North District,
February, 2020.
One respondent also revealed the below;
“I believe most of the persons with intellectual disability and other disabled Children in
our custody are here because their parents did not have the financial muscles and social
courage to take care of them. Most of them are here as orphans but I believe their
parents are alive. But just because they cannot fend for them, they are here. Even here,
we depend on the benevolent support of others. I know the same is facing other advocacy
agencies that are non-governmental in nature. This makes the inclusion strategies
challenging regardless of the constitutional principles that enshrine counter
discrimination measures against all human beings.” Key Informant, NGO, Manhyia
North District, February, 2020.
3.5.3 Policy based Challenges of Social Work Inclusion Strategies on Young Persons with Intellectual Disability The Policy based challenges that were revealed through the findings captured the inherent policy communication and understanding that affect the implementation of SW interventions and they output they produce. This were basically technical challenges that are from the source of policy, understanding of policy, context of the source policy and communication defects that affect policies. A key informant revealed that the general policy challenges that affect policies are general across most policies. Hence, he revealed efforts were made to timely through workshops and seminars to get practitioners and other advocacy groups to appreciate the dynamics of interventions for persons with intellectual disability and their evaluation.
He disclosed the below narrative;
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“The policies are there. There are so many Charters and treaties that add up to Ghana’s
Constitution to include persons with intellectual disability. These are human right bound
and hence, many international treaties and local policies support them. The major
problem is the implementation whether it is copied blindly which is making
implementation difficult or the local capacity to implement some of the policies are
inadequate. Some of the policies are also redundant. For instance, policies on disability
friendly architecture and transport are all redundant and not implemented in even the
Social Work institutions and office. So, how can inclusion policies be effective? The GES
has policies the dictate the inclusion of persons with intellectual disability and other
disabled but schools and other learning centres are not disability friendly. All these make
policy on inclusion ineffective.” Key Informant, Social Welfare Department, Manhyia
North, February, 2020.
Meanwhile, the Persons with Disability Act 2006 (Act 715) which establishes the rights for unrestricted access to public places and buildings, free health care, employment, education and transportation can be compromised in the phase of these structural challenges. Furthermore, the
American Association on Intellectual and Developmental Disabilities (AAIDD) has outlined that progressive policies, sound research, effective practices and universal human rights for people with intellectual and developmental disabilities are important in enhancing their inclusion into society. Regardless, the progressive policies that affect persons with intellectual disability inclusion are challenged by some policy pitfalls in Ghana’s context.
3.5.4 Human Resource (HR) of Social Work Inclusion Strategies on Young Persons with Intellectual Disability This captures the human resource capacity to aid policy planning with requisite skills that will enhance the implementation of policy interventions for persons with intellectual disability. The
59 key informants from the field of SW indicated that most of the people engaged in SW interventions are often persons who serve as advocates on justice grounds but do not have the requisite training to implement interventions for persons with intellectual disability strategically in order to achieve the outcomes that the policy anticipate. Mostly, this HR deficit transcends to affect the overall effectiveness of interventions for persons with intellectual disability.
She disclosed this;
“In terms of number to cases, we are limited. In terms of the requisite human resource
base, we are limited. Most of our staff members are not trained Social Workers and
Counselors. Some are here for internship or national service and return after a while.
This makes the efforts invested in sensitization minimal. Meanwhile, we have a lot of
other things that we handle here.” Key Informant, Social Welfare Department, Manhyia
North District, February, 2020.
A Key Informant from the NGO confirmed this position by the SW key informant. She revealed that most of the NGOs that run advocacy for persons with intellectual disability are often doing so because they have attained some minimal level of enlightenment against the myths associated to persons with intellectual disability. Hence, their efforts are only against the injustices that these people face. Others also indicated that most of the registered NGOs that work with persons with intellectual disability might have had a history of a family member, friend or had known persons with intellectual disability closely which got them interested in the area of persons with intellectual disability inclusion in society.
This captures one of the narratives;
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“Only a few NGOs have the skills to offer quality Social Work services. The main
concern of some of us is the advocacy to demystify intellectual disability. Most of our
staff are volunteers who have had an encounter with some injustices in society or have
some level of hatred against societal injustices. So, we join together to do the talking
against discriminating against young persons with intellectual disability and other
vulnerable minorities in society.” Key Informant, NGO, Manhyia North, February, 2020.
Another Key Informant from another NGO shared his opinion as below;
“….Because this is an orphanage home with disabled children and young adults, most of
the teaching staff and care givers have special skills. Although some do not have the
requisite training, there have been series of workshops and on service training that
support them. If the human resource strength is not good, we cannot provide the right
services to our clients to support their integration into society especially the persons with
intellectual disability, which is your focus area. It is their right to get better service like
all other persons of their age and experience so we do our best to ensure the inputs into
their training are standard.” Key Informant, NGO, Manhyia North, February, 2020.
Looking at these challenges, it is directional that international treaties and UN Charters may be well carved but the local context pitfalls can affect the mainstreaming of persons with intellectual disability to complete the right to dignity and self-confidence to effectively coordinate in their communities and the nation at large.
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SUMMARY OF MAJOR FINDINGS, REFLECTIONS, CONCLUSION AND RECOMMENDATIONS
Introduction
This section presents the most vital findings from the study. Based on those findings, concise conclusion and recommendation were formulated.
Summary of Major Findings
At the end of the study a total of 22 respondents were captured for the study. It represented a dominant number of females with 13 participants representing 59% whilst 9 of them were males representing 41% of the total respondents.
The factors that affect the inclusion of young persons with intellectual disability into society included the socio-cultural, economic, policies factors, gender dynamic and other factors
(educational levels). These factors are critical in assessing the efficacy of SW strategies and interventions in a particular jurisdiction, projecting from the case of Manhyia North and elsewhere based on the literature reviewed. This is because the underlying social norms, economic circumstances and gender dynamics of a particular society cumulate to produce the results of SW work strategies especially targeting vulnerable groups in developing societies where social systems are already fragile. These same factors preempt the preconditions that a particular social work intervention put in place to ensure that actions and interventions to integrate persons with intellectual disability in the normal society routine adopt.
Furthermore, finding related to the second objective targeted the effects of SW interventions in integrating young persons with intellectual disability. The effects of the interventions by SW on young persons with intellectual disability were captured into three cohorts. They are; Micro,
Median and Macro level effects. These effects do not only trickle to persons with intellectual
62 disability but they transcend to the family, community and nation of the persons with intellectual disability. They also serve as indicators to improve policy through evaluation of SW interventions on persons with intellectual disability
The third and final objective was skewed to the challenges that target SW interventions and strategies on persons with intellectual disability in society. That is, regardless of the persistence efforts of the various SW stakeholders and practitioners, advocacy, plan implementation and monitoring related to persons with intellectual disability have still faced various challenges which sometimes affect the effectiveness of SW actions. These are challenges are themed as social, financial, policy and human resource based challenges that bedevil SW interventions.
These challenges compromise the right based approach of SW interventions.
Conclusions
Factors that affect the Implementation of Social Inclusion Strategies for Young Persons with Intellectual Disability
The factors that affect the implementation of Social Inclusion Strategies of Young persons with intellectual disability consist of socio-cultural stereotypes which are motivated by myths and historical practices that perceive persons with intellectual disability as ‘objects’ of family or ancestral curses and punishments. These factors manifest in stigmatization of young persons with intellectual disability who might have escaped early childhood abandonment in water bodies or deities. Again, economic factors were yardsticks to the successful or otherwise implementation of Social Inclusion Strategies of Young persons with intellectual disability. These factors were premised on household economic status and the ability to support the training and special needs of young persons with intellectual disability. Without good economic grounds, most persons with
63 intellectual disability households find it difficult assessing the health care needs and daily upkeep that facilitate the mainstreaming of young persons with intellectual disability. The policies related factors captured legal instruments and local regulations that determine the success or otherwise of Social Inclusion Strategies of Young persons with intellectual disability. The
Gender dynamic were related to the demographics of guardians who often support persons with intellectual disability as a means to assert the urge to access Social Inclusion Strategies or otherwise. These factors are critical in assessing the efficacy of SW strategies and interventions in a particular jurisdiction and these are as results of SW strategies.
Effects of the Implementation of Social Inclusion Strategies for Young Persons with
Intellectual Disability
In the phase of the factors that determine the efficacy of Social Inclusion Strategies, the effects of the interventions by SW on young persons with intellectual disability captured the individual effects in the young persons with intellectual disability, their family or household, and the community. The findings revealed that successful implementation of Social Inclusion strategies with household support have good effects on the confidence of the young persons with intellectual disability. This improves their inclusion into the usual pattern of society to interact and function as other young persons. By extension, their family and the community are exonerated from stigmatization and the consequential adverse economic effects that stigmatization of persons with intellectual disability households battle in most communities.
These have direct effects on the success and review of policy and social work strategies for persons with intellectual disability and other vulnerable groups in society. The effects of successful Social Inclusion Strategies for Young persons with intellectual disability on them, their family or households verify the fact the social inclusion of young persons with intellectual
64 disability is not independent but mutually exclusive to the benefits that the immediate household and the general community accrue through their ingenuity when trained and given the necessary support to function. Hence, this opens eye on the fact that though the physical description of disabilities can be individually ascribed, the rippling effects of the condition and societal discrimination can affect the individual and the immediate or indirect dependents. Hence, social inclusion strategies have to b partnered with the family of the young person with intellectual disability and not only the individual.
Challenges of the Implementation of Social Inclusion Strategies for Young Persons with
Intellectual Disability
Despite, the persistence efforts of the various SW stakeholders, advocacy; plan implementation and monitoring of Social Inclusion Strategies for Young persons with intellectual disability have still faced various challenges which sometimes affect the effectiveness of SW actions. The challenges that face the implementation of Social Inclusion Strategies for Young persons with intellectual disability are not only external socio-cultural conditions that affect persons with intellectual disability. However, the include policy conditions and Human Resource functions that are internal to the practice of Social Work. This opens the gap that the practice of Social
Work has to fill especially related to the policy translations and localization of policy initiatives through stakeholder partnership. This will ensure that some international treaties and policies can adapt into local contexts for effective implementation. The socio-cultural factors that challenge the implementation of the Social Inclusion Strategies for Young persons with intellectual disability still beg for advocacy functions that target stereotypes and misconceptions against persons with intellectual disability.
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These challenges include some internal and external condition of the Social Work system that affects the Implementation of Social Inclusion Strategies for young persons with intellectual disability. They are Socio- Cultural and Stigmatisation issues; Financial challenges, Policy based conditions and Human resource related factors. These internal conditions like Human Resource factors, Policy based conditions and Financial challenges can be mitigated by the deliberate efforts of the Social Welfare Department and the MoGSP whilst the community based stigmatization which is external of the Social Work practice can be mitigated through constant advocacy, sensitisation and training of young persons with intellectual disability .
Recommendation After a careful investigation and thorough research, it is therefore recommended that;
Policy Perspective
The human right lacuna that associates the inclusion of young persons with intellectual disability definitely needs to be filled. Although there are strategic international and local treaties guarding the inclusion of young persons with intellectual disability, community based acceptance of persons with intellectual disability has seen a little bit progress and at a slow pace. This call for more education and community based sensitization and modeling to sterilize local perceptions run by traditions, culture, history, religion and other facets that somehow justify the maltreatments of persons with intellectual disability. As a way forward, there is the need for community based participation in the planning, implementation and endorsement of inclusion strategies governing persons with intellectual disability in Ghana and many places where discrimination is forefront of the many challenges facing persons with intellectual disability.
66
Practice of Social Work
There is the need to strengthen and broaden stakeholders’ participation in policies targeting persons with intellectual disability to make the interventions cross cutting. Again, capacity building of Social Workers is very crucial in equipping them with contemporary skills that will build their ability to effectively interact and implement strategic policies that disillusion the historical and cultural stereotypes which affect their operations. Broadening sources of Social
Work financing is very critical to bridge the gap of financing and policy implementation of policies. Hence, capacity building on innovative means of funding Social Work is eminent in the entire discourse of Social Work.
Academia and Future Researches
Further studies should look into the identified factors, i.e. the Socio-cultural, economic, policies factors, gender dynamic and other factors (i.e. educational status of household) and how they can tend to promote or aid young persons with intellectual disability of SW actions in a particular jurisdiction. In-depth studies can focus on the various factors to unravel the underlying narratives that foster the segregation of persons with intellectual disability and other disabled persons in exploring their potentials to fully live fulfilled lives in society
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Republic of Ghana. (2012). National Health Insurance Act (Act 852). Accra, Ghana: Republic of
Ghana.
Sandow, S. (1994) More ways than one: models of special needs, in: S. SANDOW (Eds) Whose
Special Needs? Some Perceptions of Special Educational Needs (London, Paul Chapman
Publishing).
United Nations Enable. (2008a). Fact sheet on PWD. http://www.un.org/disabilities/default.
asp?navid=34andpid=18.
United Nations Human Rights. (2014). The Convention on the Rights of Persons with
Disabilities Training Guide. (New York and Geneva, united nation publication
70
ANNEX A
VYTAUTAS MAGNUS UNIVERSITY
FACULTY OF SOCIAL SCIENCE
DEPARTMENT OF SOCIAL WORK
Gifty Addai
EXPLORING SOCIAL INCLUSION STRATEGIES OF YOUNG ADULTS WITH
INTELLECTUAL DISABILITY IN GHANA
KEY INFORMANT INTERVIEW GUIDE FOR SOCIAL WORK PRACTITIONERS
Social Work Programme, state code 621L50004
Social Work Study Field
71
Date of interview………………………………
Introduction
Dear participant, the following are questions to guide an interview towards exploring Social
Inclusion Strategies of Young Adults with Intellectual Disability in Manhyia North District,
Ghana.
The information you will provide will solely serve academic purpose. Your identity will be treated anonymously with confidentiality. Your views are very important to this study and they will be appreciated.
SECTION A: BACKGROUND CHARACTERISTICS OF RESPONDENTS
Please, could you tell me yourself?
Probe: sex, age, marital status, educational status, religious affiliation, ethnicity, place of origin, number of years in dealing with persons with intellectual disability, etc.
SECTION B: THE FACTORS THAT INFLUENCES THE INCLUSION OF PEOPLE
WITH ID IN SOCIETY
Please, could you identify some of the factors that influence the inclusion of young persons with intellectual disability in society?
Probe: Could you tell me the local perceptions that affect persons with intellectual disability inclusion? Are there some socio-cultural practices? If yes, could you identify and explain them?
Are there economic factors? If yes, can you expand some for me? Are there inherent policy factors that affect the inclusion of persons with intellectual disability? If yes, can you kindly enumerate and explain them for me? Are there inherent gender factors? If yes, how do that
72 relate? Are there social work practice and ethics related factors? If yes, can you expand some for me? Are there other factors not captured? If yes, can you help explain them?
SECTION C: THE EFFECT OF SOCIAL WORK STRATEGIES OR INTERVENTIONS
FOR THE INCLUSION OF YOUNG ADULTS WITH INTELLECTUAL DISABILITIES.
Please, how do Social Work Strategies and Interventions for Inclusion of affects persons with intellectual disability?
Probe: Can you enumerate the anticipated individual level effects, family effects and the communal effects of inclusion for persons with intellectual disability? Are there some unfavourable effects that inclusion of persons with intellectual disability into society brings on the persons with intellectual disability, their family and the community? If yes, are they constructed effects or reality? Can you account some instances?
SECTION D: THE CHALLENGES THAT FACE SOCIAL WORK STRATEGIES IN
INTEGRATING PEOPLE WITH ID INTO SOCIETY
Please, could you mention some of the challenges that face Social Work Strategies in integrating persons with intellectual disability into society?
Probe: Could you explain the challenges for me? How do these challenges affect your work practice and principles? What practical mitigating strategies are used to gap the challenges?
Please, can you add some final remarks?
73
ANNEX B
VYTAUTAS MAGNUS UNIVERSITY
FACULTY OF SOCIAL SCIENCE
DEPARTMENT OF SOCIAL WORK
Gifty Addai
EXPLORING SOCIAL INCLUSION STRATEGIES OF YOUNG ADULTS WITH
INTELLECTUAL DISABILITY IN GHANA
KEY INFORMANT INTERVIEW GUIDE FOR FBO & NGO
Social Work Programme, state code 621L50004
Social Work Study Field
74
Date of interview………………………………
Introduction
Dear participant, the following are questions to guide an interview towards exploring Social
Inclusion Strategies of Young Adults with Intellectual Disability in Manhyia North District,
Ghana.
The information you will provide will solely serve academic purpose. Your identity will be treated anonymously with confidentiality. Your views are very important to this study and they will be appreciated.
SECTION A: BACKGROUND CHARACTERISTICS OF RESPONDENTS
Please, could you tell me yourself?
Probe: sex, age, marital status, educational status, religious affiliation, ethnicity, place of origin, number of years in dealing with persons with intellectual disability, etc.
SECTION B: THE FACTORS THAT INFLUENCES THE INCLUSION OF PEOPLE
WITH ID IN SOCIETY
Please, could you identify some of the factors that influence the inclusion of young adults with
ID in society?
Probe: Could you tell me the local perceptions that affect the inclusion of persons with intellectual disability? Are there some socio-cultural practices? If yes, could you identify and explain them? Are there economic factors? If yes, can you expand some for me? Are there inherent policy factors that affect the inclusion of persons with intellectual disability? If yes, can you kindly enumerate and explain them for me? Are there inherent gender factors? If yes, how
75 do that relate? Are there social work practice and ethics related factors? If yes, can you expand some for me? Are there other factors not captured? If yes, can you help explain them?
SECTION C: THE EFFECT OF SOCIAL WORK STRATEGIES OR INTERVENTIONS
FOR THE INCLUSION OF YOUNG ADULTS WITH INTELLECTUAL DISABILITIES.
Please, how do Social Work Strategies and Interventions for Inclusion of affects persons with
ID?
Probe: Can you enumerate the anticipated individual level effects, family effects and the communal effects of inclusion for persons with intellectual disability? Are there some unfavourable effects that inclusion of persons with intellectual disability into society brings on the persons with intellectual disability, their family and the community? If yes, are they constructed effects or reality? Can you account some instances?
SECTION D: THE CHALLENGES THAT FACE SOCIAL WORK STRATEGIES IN
INTEGRATING PEOPLE WITH ID INTO SOCIETY
Please, could you mention some of the challenges that face Social Work Strategies in integrating persons with intellectual disability into society?
Probe: Could you explain the challenges for me? How do these challenges affect your advocacy work and principles? What practical mitigating strategies have you contributed in gapping the challenges? Please, can you add some final remarks?
76
ANNEX C
VYTAUTAS MAGNUS UNIVERSITY
FACULTY OF SOCIAL SCIENCE
DEPARTMENT OF SOCIAL WORK
Gifty Addai
EXPLORING SOCIAL INCLUSION STRATEGIES OF YOUNG ADULTS WITH
INTELLECTUAL DISABILITY IN GHANA
IN-DEPTH INTERVIEW GUIDE FOR ID PERSONS AND HOUSEHOLD
Social Work Programme, state code 621L50004
Social Work Study Field
77
Date of interview………………………………
Introduction
Dear participant, the following are questions to guide an interview towards exploring Social
Inclusion Strategies of Young Adults with Intellectual Disability in Manhyia North District,
Ghana.
The information you will provide will solely serve academic purpose. Your identity will be treated anonymously with confidentiality. Your views are very important to this study and they will be appreciated.
SECTION A: BACKGROUND CHARACTERISTICS OF RESPONDENTS
Please, could you tell me yourself?
Probe: sex, age, marital status, educational status, religious affiliation, ethnicity, place of origin, number of years in living with your young family member with intellectual disability, etc.
SECTION B: THE FACTORS THAT INFLUENCES THE INCLUSION OF PEOPLE
WITH ID IN SOCIETY
Please, could you identify some of the factors that influence the inclusion of your relative with intellectual disability in society?
Probe: Could you tell me the local perceptions that affect his/her inclusion? Are there some socio-cultural practices? If yes, could you identify and explain them? Are there economic factors? If yes, can you expand some for me? Are you aware of some inherent policy factors that affect his/her inclusion? If yes, can you kindly enumerate and explain them for me? Are you aware of some inherent gender factors? If yes, how do that relate to the inclusion of your relative
78 in society? Are you aware of some social work practice and ethics that contribute to the factors?
If yes, can you expand some for me? Are you aware of some other factors not captured? If yes, can you discuss them?
SECTION C: THE EFFECT OF SOCIAL WORK STRATEGIES OR INTERVENTIONS
FOR THE INCLUSION OF YOUNG ADULTS WITH INTELLECTUAL DISABILITIES.
Please, how do the Social Work Strategies and Interventions you are aware affect the Inclusion of you/ your young relative(s) with intellectual disability?
Probe: Can you enumerate the individual level effects, family and the communal effects of inclusion for persons with intellectual disability? Are there some unfavourable effects that inclusion of persons with intellectual disability into society can bring on the persons with intellectual disability, the family and your community? If yes, are they constructed effects or reality? Could enumerate some experiences you have?
SECTION D: THE CHALLENGES THAT FACE SOCIAL WORK STRATEGIES IN
INTEGRATING PERSONS WITH INTELLECTUAL DISABILITY INTO SOCIETY
Please, could you mention some of the challenges that face Social Work Strategies in the integration of persons with intellectual disability into society?
Probe: Could you explain the challenges for me? How do these challenges affect you (your) the family and work of Social Workers? What practical mitigating strategies do you perceive could be used to gap the challenges? Please, can you add some final remarks?
79
ANNEX D
SAMPLED TRANSCRIPT OF INTERVIEW WITH SOCIAL WELFARE STAFF FROM MANHYIA NORTH DISTRICT
SECTION A: BACKGROUND CHARACTERISTICS OF RESPONDENTS
Please, could you tell me about yourself?
Sex: Male
Age: 38
Marital status: Single
Educational status: Masters
Religious affiliation: Christian
Ethnicity: Akan
Number of years in dealing with Persons with Intellectual Disability: 6 years
Work status: Assistant Director
SECTION B: THE FACTORS THAT INFLUENCES THE INCLUSION OF PEOPLE
WITH ID IN SOCIETY
Please, could you identify some of the factors that influence the inclusion of young persons with intellectual disability in society?
The local perceptions that affect persons with intellectual disability inclusion: In our part of the world, I mean Ghana, persons with intellectual disability are most at times regarded as taboos. They are seen as products of either of their parents’ sins and curses. That is, persons with
80
ID are seen punishment to their parents. Some also believe the condition of intellectual disability is as a result of failed tampered pregnancies. Some also believe it is genetics of a particular family. Hence, most people who even want to marry in some families are prompted that they could give birth to persons with intellectual disability. This perception is so entrenched that the moment people see persons with intellectual disability, they anticipate some sins their family have done.
The socio-cultural practices: Like I outlined in the local perceptions, some people believe persons with intellectual disability are cursed or came to curse their parents. So, in the olden days, their relatives and other neighbours had to sacrifice persons with intellectual disability to gods or leave them inside a stream for them to be carried away. Those who sacrifice persons with intellectual disability in streams believe they are children of the river gods who mistakenly came into existence so they are sent back to the river gods in that sacrifice. In our local parlance, we describe them as “nsuoba”, literally, water or river baby. Education has somehow reduced these practices in urban areas like Manhyia North District but deep in other rural areas, they are still being practiced. Some people in urban areas who do not subscribe to the sacrificial procedure rather resort to leave them at Orphanage Homes in disguise. Regardless of the fact that this act is against the human right of these children, they are known practices and some societies endorse them without any displeasure whatsoever. With these running perceptions, it is very difficult to integrate young persons with intellectual disability who might have had some training or not into the mainstream activities of society. The stereotypes, discrimination and objectifying of them still go on overtly but subtle in certain urban areas.
The economic factors: There are so many economic implications of nurturing and integrating persons with intellectual disability into society. First, giving birth to persons with intellectual
81 disability or nurturing one in many parts of Ghana including Manhyia North comes with a whole lot of implications. That is, by virtue of the fact that one has given birth to persons with intellectual disability, the entire household stand the stigmatization of business boycott. This means that people decide not to buy from family of persons with intellectual disability if they are engaged in petty trading. Some buyers believe the curse can be transferred. Even if persons with intellectual disability family members wants to buy something from a trader in their community, the person often rejects mingling their money inside the mainstream sales due to the cursed stereotypes. As such, getting enough to support the special needs of the persons with intellectual disability financially becomes a problem for the family. Hence, they cannot be supported by their family to go through special schools that attract some charges and miscellaneous. All these stereotypes even affect their opportunity for friendship and other networking. This is because most families warn their children against playing and associating with persons with intellectual disability. All these affect the integration of persons with intellectual disability into the usual pattern of society to function as other persons. As a result, economically empowering persons with intellectual disability and their households is not enough to financially strengthen them but smashing the socio-cultural stereotypes is very important in supporting the inclusion of persons with intellectual disability into society.
The inherent policy factors that affect the inclusion of persons with intellectual disability:
The inherent gender factors: The gender dynamics are not so strong like the socio-cultural factors. However, most females are liable to rape and other forms of sexual assaults from other persons with or without intellectual disability. In some instances, it leads to STIs or pregnancies.
As such, this makes integrating young female adults require tailored needs and training.
Regardless, both of persons with intellectual disability sexes are liable to the same discrimination
82 in society. On the tangent of the family care, most females whether grandmothers or mothers or mother’s sisters take care of the persons with intellectual disability.
The social work practice and ethics related factors:
Other factors: There are numerous policies that have been demarcated in projects. These include education of communities and families of persons with intellectual disability.
Empowerments of persons with intellectual disability through special education and seed capital for business which are monitored closely have been used to sort out some of the financial challenges. The Constitution of Ghana itself supports the integration of persons with intellectual disability in the numerous clauses that abhor discrimination. But all these boil down to the communities. They do not care about the human rights or other treaties. Their entrenched positions remain their tools against persons with intellectual disability. So, the social welfare is constantly working on educating on people to understand the counter facts that they have associated to persons with intellectual disability. There was one case in this District which I followed up. A young person with intellectual disability was maltreated by the community to a point that his family became fed up. So, we contacted the family, sensitized them and they now understand the special needs of their young persons with intellectual disability. They are now doing their best to cooperate with us to give him care.
SECTION C: THE EFFECT OF SOCIAL WORK STRATEGIES OR INTERVENTIONS
FOR THE INCLUSION OF YOUNG ADULTS WITH INTELLECTUAL DISABILITIES
Please, how do Social Work Strategies and Interventions for Inclusion of affects persons with intellectual disability?
83
The anticipated individual level effects: They fight against the stigma that persons with intellectual disability battle. Because of the way society treats them, they often lack trust for others. To a larger extent, they don’t have confidence in themselves. So, strengthened and well implemented SW Interventions with the human with the human right face boosts their self- confidence and trust for other persons. So, we educate them about their conditions. This builds their confidence to take up initiatives that support themselves, their family and community. This goes a long way to build their confidence to assert their rights as human beings
The family of persons with intellectual disability effects: The family of persons with intellectual disability also benefit from the knowledge and sensitization on persons with intellectual disability. This helps them to know that they are only stereotyped against without and substance. The families consequently get relieved and openly seek support when they need. The entire family confidence is built as against the cursed stigma that characterized them.
The communal effects of inclusion for persons with intellectual disability: It improves trust among community members. It also limits the suspicions, judgments and wrong associations that an entire society is tagged with. Understanding and integrating Id persons offer society the collective benefits of persons with intellectual disability participation. Who knows? Persons with intellectual disability when trained can improve societal efforts in production, reproduction and community service. If you look at other countries, persons with intellectual disability are contributing. Even in Ghana here, Kekeli Foundation in Accra is raising fashion models in young persons with intellectual disability. Assuming those parents ‘returned the children of gods’, could they have been contributing their quota?
Are they constructed effects or reality: These are basically constructed perspectives that are subjected to the views of people in a particular area.
84
SECTION D: THE CHALLENGES THAT FACE SOCIAL WORK STRATEGIES IN
INTEGRATING PERSONS WITH INTELLECTUAL DISABILITY INTO SOCIETY
Please, could you mention some of the challenges that face Social Work Strategies in integrating persons with intellectual disability into society?
The challenges that face Social Work Strategies in integrating persons with intellectual disability into society: The major problem is acceptance. You can give them all the training but if the society and community they belong still hold on to entrenched notions about their origin, the efforts of inclusion will come to not. It is very unfortunate that the stigmatization further deepen the grief of persons with intellectual disability because stigma affects their psychological wellbeing and existence. As I have indicated earlier in our discussions, community sensitization is key in curbing the social norms and constructs about persons with intellectual disability.
People must understand the causes of intellectual disability and know that intellectual disability is not a death sentence. Neutralising these negative thoughts can provide a sanitise environment worth satisfying the human rights of persons with intellectual disability and their families.
85