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Purpose: This paper explores the role of parents, teachers and house mothers, and the support services available in promoting effective education for children with intellectual disabilities in Ghana. Methods: Qualitative research approach and exploratory design were adopted. Simple random sampling technique was used to select parents, while purposive sampling technique was used to select the teachers and house mothers. Data was collected at interviews, using an interview guide and making audio recordings and notes. Data transcription from the notes was compared with the audio recordings to ensure consistency. The main themes that were developed and coded using data-led approach have been presented as the major findings. Results: The study revealed that most parents refuse to visit their children with intellectual disability in school. They also shirk their responsibility in providing training materials. It was found that training programmes are not organised for house mothers, teachers and parents of pupils with intellectual disability. Also, no incentives are given to teachers and house mothers of these pupils. Conclusion: The study provides insight into the specific roles of parents, teachers and house mothers, and the appropriate support services available for these caregivers. There is a need to highlight these issues for policy making.

Role of Caregivers of Children with Intellectual Disabilities and Support Systems Available to them in Ghana