Classroom communication among deaf students, interpreters and lecturers of the university of Education, winneba

Abstract

This study employed a case study design to explore classroom communications among lecturers, interpreters, and deaf students at the University of Education, Winneba (UEW). The data for the study were gathered from 20 participants comprised of 10 deaf students, five interpreters, and five lecturers from five academic departments at the University of Education, Winneba. A one-on-one semi-structured interview was used for data collection, and the data were coded and analyzed using a thematic approach. Findings from the study indicated that different communication approaches that included sign language interpreting, note-taking, body gestures, facial expression, fingerspelling, speech reading, and word interpreting were used at the UEW among deaf students, interpreters, and lecturers. It was also revealed that there no structured procedure for communication regarding classroom communication. Again, it was evident that the lighting system in some lecture halls is not supportive for evening lectures which makes interpreting discomforting because deaf students hardly get the communication due to the state of the lights. Based on the results from the study, it is therefore recommended that the Sign language interpreters at UEW should build on their proficiency in sign language to make classroom communication effective and more encouraging. Also, more professional interpreters and notetakers should be given the opportunity since the population deaf students are increasing rapidly at the university. Finally, the Department of Special Education should facilitate continuous professional development seminars and in-service training for lecturers and interpreters on the education of deaf students to enable them to come up with more innovative ways of communicating with deaf students.