Original Research

Competence of teachers towards managing trauma among children with disabilities in Ghana

Maxwell P. Opoku, Negmeldin Alsheikh, Daniel Miezah, Haseena Shah, Hala Elhoweris, Ashraf Moustafa
African Journal of Disability | Vol 13 | a1282 | DOI: https://doi.org/10.4102/ajod.v13i0.1282 | © 2024 Maxwell P. Opoku, Negmeldin Alsheikh, Daniel Miezah, Haseena Shah, Hala Elhoweris, Ashraf Moustafa | This work is licensed under CC Attribution 4.0
Submitted: 26 June 2023 | Published: 26 February 2024

About the author(s)

Maxwell P. Opoku, Department of Special Education, College of Education, United Arab Emirates University, Al-Ain, United Arab Emirates
Negmeldin Alsheikh, Department of Special Education, College of Education, United Arab Emirates University, Al-Ain, United Arab Emirates
Daniel Miezah, Department of Education and Psychology, Faculty of Educational Foundations, University of Cape Coast, Cape-Coast, Ghana
Haseena Shah, Department of Special Education, College of Education, United Arab Emirates University, Al-Ain, United Arab Emirates
Hala Elhoweris, Department of Special Education, College of Education, United Arab Emirates University, Al-Ain, United Arab Emirates
Ashraf Moustafa, Department of Special Education, College of Education, United Arab Emirates University, Al-Ain, United Arab Emirates

Abstract

Background: Although trauma is one of the leading causes of behaviour problems among children with disabilities, there has been limited scholarly interest in trauma management within the discourse of implementation of inclusive education.

Objectives: The Substance Abuse and Mental Health Services Administration (SAMHSA) trauma management model was used to study teachers’ awareness of trauma management among students with disabilities studying in regular classrooms.

Method: A total of 271 teachers were recruited from two municipalities in the central region of Ghana to complete the Teacher Trauma Management Scale developed for this study. The data were analysed using confirmatory factor analysis, mean scores, multivariate analysis of variances, and linear regression.

Results: The results showed teachers’ uncertainty towards trauma management, and a positive correlation was also found between the tenets of the study framework.

Conclusion: The study concluded with a recommendation for contextual development of the curriculum to guide teacher training in trauma management.

Contribution: Studies on trauma management within the discourse of implementation of inclusive education are scarce. This study extends the literature on inclusive education to teacher development to support trauma management among students with disabilities in regular schools.


Keywords

inclusive education; teachers; trauma management; students with disabilities; Ghana.

Sustainable Development Goal

Goal 4: Quality education

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