Teaching strategies for deaf students at the University Basic Practice School Winneba, Ghana

Abstract

The purpose of the study was to investigate the strategies teachers adapt for learners who are deaf at the University Practice South Inclusive Basic school in Winneba. The study was qualitative, which utilized a case study design with interview and observation as the data collection procedures. A purposive sampling technique was used to select ten (10) participants comprising nine (9) teachers and the head teacher who teach children who are deaf at the University Practice South Inclusive Basic school in Winneba. Data from the study were analysed based on themes that emerged from the study. Findings from the study revealed that teachers used strategies such as multi-sensory approach during teaching. It was also revealed that the teachers allowed additional time on task and adjusted the pace of lesson delivery. Again, the result of study revealed the specific areas of the curriculum teachers adapt for learners who are deaf which include; modifying reading contents, the use of alternate learning materials and development of specific study guide. However, some factors affect teachers adaption strategies for learners who are deaf in the inclusive school which include inadequate qualified personnel, large class sizes as well as limited time factor. The study recommended that teachers teaching in inclusive schools should continuously use strategies such as the multi-sensory approach, allow additional time on task and adjust the pace of delivery during teaching to help the children who are deaf gain deeper understanding and retention of concepts taught. Again, teachers should endeavour to adapt specific areas of the curriculum such as the use of alternate materials in their teaching, adapt reading content to learner’s learning styles to aid effective reading skills among the children who are deaf. Lastly, head teachers should endeavour to find solution to the problem of inadequate qualified personnel, large class sizes, as well as inadequate contact time so that teachers adaptation strategies would be beneficial to learners.