Does preservice teachers’ contact with children with intellectual disabilities during their practicum impact their attitudes and teaching practices? “If you don’t have the heart, you can’t cope … ”

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ABSTRACT Background This study sought to explore the effects of preservice teachers' contact with children with intellectual disabilities on their attitudes. The study was conducted against the backdrop of the exclusion and discrimination experienced by children with intellectual disabilities in Ghanaian schools. Method Twenty-two preservice teachers who interned at a special school for children with intellectual disabilities were interviewed before and after their practicums, and the gathered data underwent thematic analysis. Results There were changes in the participants’ knowledge and willingness to interact and work with children with intellectual disabilities. For instance, before the practicum, the participants held stereotypical understandings of intellectual disabilities. However, after their practicums, their level of discussion of the core characteristics of intellectual disabilities had improved. Conclusion Based on these findings, this study concludes by recommending that contact with children with intellectual disabilities be included as an integral part of preservice teacher training programmes.