Curriculum adaptation for the inclusion of deaf students at Presbyterian college of education, Akropong Akuapem in Ghana

Abstract

This study sought to explore how tutors of the Presbyterian College of Education, Akropong adapt the general curriculum for the inclusion of students who are Deaf. Using a qualitative approach with a constructivist phenomenological design, the study employed a semi-structured interview and observation to elicit data from fourteen participants made up of seven tutors and seven students who are Deaf. The data were analysed using deductive thematic approach. The findings revealed that in relation to content adaptations, the tutors expose the whole class to the level appropriate vocabularies and concepts. However, during teaching and learning, the tutors take measures to explain vocabularies and abstract concepts. Some tutors use teaching and learning materials like map and globe to teach abstract concepts. Others allow learners to use their mobile phones to search for meaning of words on the internet, others also use pictures, sketches and demonstrations to explain abstract concepts during teaching and learning. Again, in relation to instructional methods adaptation, the tutors of PCE, employ same teaching methods for inclusive classes but in choosing the teaching methods, they consult specialist in deaf education. They employ small group discussions, demonstrations, role-play, and problem-solving approaches to involve all the learners most especially the Deaf. But there were some tutors who still go by the traditional teaching method - lecture method. They see the sign language interpreter as responsible to serve the needs of the Deaf. They present audio content with no captions, those with captions always move very fast. They roam a lot in the class during teaching and learning which exclude the Deaf from the lesson. These findings call for professional development sessions to equip most tutors of PCE with curriculum adaptation skills.