Coping strategies of pupils who are deaf at diamond kids inclusive school complex Nsawam, Ghana

Abstract

The purpose of this phenomenological study was to ascertain the social, academic, communication experiences, and the coping strategies of pupils who are deaf at the Diamond Kid Inclusive School Complex (DKIS) Nsawam. Fifteen (15) pupils who were deaf from Basic 3, 4, 5 and 6 were purposively sampled for the study. Focus group interview guides were used to collect data. Data were coded and analysed using a thematic approach. Results of the study indicated that participants had varied social experiences. Pupils who are deaf feel comfortable when interacting with their hearing colleagues within and outside the school; others feel isolated. Academically, the results of the study indicated that participants had to speech read the teachers in the absence of their sign language interpreters. Regarding communication experiences, participants indicated that the interpreters were not proficient in the use of sign language, which made it difficult for participants to understand instructions. On coping, strategies participants stressed that they depended on audiovisual aids to cope with their challenges in the classroom. The study recommended that the school authorities should employ competent sign language interpreters and use enough audio-visual aids in the teaching and learning process.