Teachers roles in inclusion of deaf learners in mainstream classroom in Offinso Municipality, Ashanti Region

Abstract

The purpose of the study was to find out teachers’ role in the inclusion of deaf learners in the mainstream inclusive classroom in Offinso municipality in Ashanti region of Ghana. Eighty teachers participated in the study. Simple random sampling was used.. Data was collected and analysed through the use descriptive statistics such as frequencies and percentages. The findings revealed there were inadequate roles of teachers to deaf learners, there were no involvement of parents of learners , frequent feedback to deaf learners were not given, supplementary learning materials were not provided and no support from stake-holders were challenges to the teachers.. However, with the appropriate role of teachers to deaf learners teaching and learning is made easy and systematic and ultimately improves academic performance. The findings also showed that teachers break classes to smaller groups to suite deaf learners. Recommendations were made in light of the findings and this indicated among others: teachers should attend workshops on roles and how to manage deaf learners in the mainstream inclusive classroom, there should be collaboration between teachers, parents and stakeholders. Teachers should give short and brief instructional task while still attaining learning objectives