Management of Special Schools in Ghana

In Ghana, children with disabilities (CWDs) are described as an emerging minority with little attention paid to critical issues that emerge in the management of state-maintained special schools for children with hearing impairment (SMSSCHI). Such schools have been excluded from on-going research agendas aimed at locating the quality of basic education. This study examined the management of SMSSCHI with a focus on the nature of the day-to-day management; organisational challenges; relationships between SMSSCHIs and stakeholders; educational policies that influence the management of SMSSCHI; and boundary issues in day-to-day management. Secondary data was obtained from an analysis of relevant literature. Secondary data was harvested in two phases: Phase 1 involved visits to seven out of the 12 SMSSCHI while Phase 2 concentrated on three schools. Data were analysed using the planning, organising, staffing, coordinating, reporting, budgeting (POSDCoRB) framework. Key findings were that day-to-day management practices were homogenous across study schools. Organisational boundary issues emerged as significant in the involvement of stakeholders in school management. Societal conceptions

Autorentext

Dr. Dora Baaba Aidoo is a qualified teacher and has practised at all the levels of the educational system in Ghana. She has researched and published on various subjects including the utilisation of ICT for educational management. This current study explores Dora's interest in the management of SEN settings particularly in the education of the deaf.

Klappentext

In Ghana, children with disabilities (CWDs) are described as an "emerging minority" with little attention paid to critical issues that emerge in the management of state-maintained special schools for children with hearing impairment (SMSSCHI). Such schools have been excluded from on-going research agendas aimed at locating the quality of basic education. This study examined the management of SMSSCHI with a focus on the nature of the day-to-day management; organisational challenges; relationships between SMSSCHIs and stakeholders; educational policies that influence the management of SMSSCHI; and boundary issues in day-to-day management. Secondary data was obtained from an analysis of relevant literature. Secondary data was harvested in two phases: Phase 1 involved visits to seven out of the 12 SMSSCHI while Phase 2 concentrated on three schools. Data were analysed using the planning, organising, staffing, coordinating, reporting, budgeting (POSDCoRB) framework. Key findings were that day-to-day management practices were homogenous across study schools. Organisational boundary issues emerged as significant in the involvement of stakeholders in school management. Societal conceptions