Abstract:
Pupils with special educational needs require guidance and counselling services to overcome
their social and psychological challenges. The study explored available guidance and
counselling services in three special schools in Ghana. The concurrent triangulation mixedmethod
design was used. The samples of pupils (88) and staff (3), comprising administrators
and guidance and counselling coordinators were purposively selected for the study. Data were
collected with a questionnaire and an interview guide. Quantitative data was analysed using
descriptive statistics, specifically, frequencies and percentages while in the qualitative
analysis, the thematic approach was used. The importance of guidance services was
prevalent. The facility enabled discussions regarding pupils’ educational goal construction,
career plan development and solving relationship problems among pupils, their staff and
parents. Regional Education officers were subsequently recommended to liaise with their
counterparts at the Guidance and Counselling and Special Education Regional offices to
monitor special schools, which will enable them to ensure widened service access and
effective implementation.
