Abstract:
This was a qualitative study that explored the learning experiences of all 21 students
with deafness at the Takoradi Technical University. The study employed a
phenomenological design with a 28-item semi-structured interview instrument that
was used to collect data for the study. Findings from the study that impacted
negatively on the students‟ academic performance and social competence included:
(a) lecturers having limited knowledge about the needs of students with deafness, and
therefore not very supportive to students with deafness; (b) communication barriers,
such as inability of lecturers and hearing peers to sign Ghanaian Sign Language, (c)
inability of students with deafness to use and understand spoken language; (d)
inadequate sign language interpreters and note takers; (e) lack of extended time for
students during quizzes and examinations, and (f) hindrances to participate in
extracurricular activities such as games, athletics and field trips/excursions. On the
positive side, hearing peers related well with students with deafness, and the students
were fully involved in group work. Recommendations to improve student learning
include alternative supports like proper tutoring and real time captioning, and more
support staff, such as sign language interpreters and note takers.
Description:
A Thesis in the Department of Special Education, Faculty of Educational
Studies, submitted to the School of
Graduate Studies, University of Education, Winneba, in partial fulfilment
of the requirements for award of the
Master of Philosophy
(Special Education) degree.
FEBRUARY, 2020