Transitioning to employment: Exploring Technical Vocational Education Training for individuals with intellectual and developmental disabilities in Ghana

Objectives: This study, with a keen focus on the variables that impact the availability of Technical Vocational Education Training (TVET) for individuals with intellectual and developmental disabilities (IDD), is of utmost importance as it aims to delve into the educational and vocational training alternatives for these individuals in Ghana. Methods: For the case study technique, we employed convenience sampling to select 13 respondents, including parents, exceptional education instructors, and TVET teachers. Through interviews with these individuals, we sought to gain deeper insights into the challenges and circumstances surrounding TVET for people with IDD in Ghana. Results: The results showed that TVET options for people with IDD in Ghana are minimal. The majority of TVET institutions needed instructors with specialized training in working with individuals with IDD, and TVET teachers typically needed more skills and expertise to instruct IDD students effectively. The availability of TVET for individuals with IDD is significantly influenced by parental perceptions and the lack of transitioning programs. Conclusion: The study suggests creating a unique, modified TVET curriculum for IDD students. To emphasize the advantages of TVET education for individuals with IDD, it also asks for extensive and regular awareness-raising and training programs for TVET teachers, parents of children with IDD, and community employers. Recommendation and Implications: The study recommends establishing targeted training programs for TVET teachers to enhance their competence in teaching individuals with IDD. This action could significantly improve this marginalized group's educational outcomes and employment opportunities.