Academic experiences of students who are deaf at Odupongkpehe M/A Inclusive Basic School Kasoa, Ghana

Abstract

The purpose of this research study was to explore the teaching and learning, interpreting services, assessment and note taking services experiences of students who are deaf at Odopongkpehe M/A Inclusive Basic School, Kasoa. Eight students who are deaf from Junior High School (JHS)1 and 2 were homogeneously sampled for the study. Semi structured interview guide and observation checklist were used to collect data. Data were coded and analyzed using a thematic approach. Results of the study indicated that participants had some concern about teaching and learning that goes on in the school. Students who are deaf were actively involved in teaching and learning activities during lessons. They always participate in assessment tests conducted in the school and during examination, interpreting services and special attention in the form of extra time is given to them during exams. However, interpreting services rendered to students who are deaf in the absence of interpreter during lessons was not the best because students who are deaf had to rely on the notes of their hearing colleagues in order to gain access to information in the absence of their interpreter during lessons. More so, provision of interpreter was inadequate and no official note taker was provided to assist deaf students academic work and this has made teaching and learning difficult for both the interpreter and students who are deaf. The study recommended that school authorities of Odopongkpehe M/A Inclusive Basic School should provide adequate teaching and learning materials for effective teaching and learning of students who are deaf. Also teachers and interpreter should organize additional tutorials and provide separate notes to the level of deaf students so as to improve academic experiences of deaf students in the school