Social inclusion experiences of deaf students at the University of Education, Winneba.

Abstract

This interpretive study examines the social inclusion experiences of deaf students at the University of Education, Winneba, Ghana, utilising a phenomenological case study design. Employing maximal variation sampling, the research comprised thirtytwo deaf students from seven departments. Data were collected in two phases through focus group discussions and observations via video. Thematic analysis, guided by Braun and Clarke's (2019) reflexive approach, revealed the views of deaf students regarding their social inclusion beyond academic activities. Findings indicate that social inclusion is a multidimensional concept encompassing physical, emotional, and behavioural adaptations necessary for fostering an inclusive environment that promotes belonging, respect, and dignity. Deaf students exhibited a preference for interactions with hearing peers, although their participation in social activities was often minimal due to personal attributes such as shyness, as well as environmental barriers including communication challenges and discrimination. Moreover, while deaf students employed various multimodal strategies such as sign language interpreting, writing, gestures, and technology to facilitate interactions, they reported limited institutional support for social inclusion. The study highlights the urgent need for enhanced support mechanisms, including the establishment of a deaf-hearing buddy system and proactive policies promoting understanding of deaf culture. Recommendations aim to improve social inclusion through educational initiatives, active participation in university activities, and the provision of comprehensive support services. These measures are essential for enriching the social experiences of deaf students within the university community.