Department of Special Education

Voice notebook as an alternative communication support for deaf students at the St. John’s Integrated Senior High Technical School, Navrongo

2025-03-01T00:00:00Z

Voice notebook as an alternative communication support for deaf students at the St. John’s Integrated Senior High Technical School, Navrongo Addi, A. Deaf students in inclusive secondary schools continue to face communication barriers that limit classroom participation and academic performance, particularly where sign language support is inadequate. This quantitative study examined the effectiveness of Voice Notebook as an alternative communication support tool for deaf students at St. John’s Integrated Senior High Technical School, Navrongo. An experimental research design was adopted, involving an experimental group and a control group. A total of 79 deaf students participated in the study. Data were collected using pre-test and posttest achievement tests in English and Social Studies, as well as a structured questionnaire measuring students’ use and perceived effectiveness of Voice Notebook. Data were analysed using descriptive statistics (means and standard deviations) and inferential statistics (paired-sample t-tests and independent-sample t-tests). The findings revealed that Voice Notebook was most effective for note-taking (M = 3.6) and recording reminders (M = 3.8), but less effective for real-time conversations (M = 3.1). Deaf students reported a high overall effectiveness rating (M = 4.4, SD = 0.4), indicating strong satisfaction with the tool. Academic performance significantly improved among students in the experimental group, with post-test gains ranging from 3.6 to 4.9 points across class levels (p < 0.05), while improvements in the control group were minimal and statistically insignificant. The study concludes that Voice Notebook is an effective assistive technology that enhances communication access, classroom participation, and academic performance among deaf students. Based on these findings, the study recommends the integration of Voice Notebook into teaching and learning processes, alongside appropriate training and support mechanisms to enhance inclusive education for deaf learners. A thesis in the Department of Special Education, Faculty of Applied Behavioural Sciences in Education, submitted to the school of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Special Education) in the University of Education, Winneba MARCH, 2025

Teachers' adaptations of the national curriculum for learners with visual impairments at Ghana National inclusive Basic school, Cape-Coast

2026-03-01T00:00:00Z

Teachers' adaptations of the national curriculum for learners with visual impairments at Ghana National inclusive Basic school, Cape-Coast Okwan, C.A. Learners with visual impairment in inclusive classrooms tend to struggle in subjects like Mathematics and Science due to the high visual components. Teachers’ adaptation of elements such as diagrams and mathematical equations for learners with visual impairment is critical and requires careful consideration. The extent to which teachers in Ghana National Inclusive Basic Schools modify the national curriculum for learners with visual impairment remains unclear, which calls for further investigation. The research focused on adaptations in curriculum content, instructional methods, assessment procedures, and instructional materials, using Universal Design for Learning as the theoretical framework. This study utilized an interpretivist perspective and a qualitative approach, which included interviews with five learners with visual impairment, five teachers teaching Mathematics, Science, and Basic Design and Technology, three resource teachers for learners with visual impairment, and direct classroom observations. The data were systematically analyzed to identify patterns. To accommodate learners with visual impairment in lessons, teachers collaborated with resource teachers, drew on learners’ prior knowledge, provided verbal explanations, conducted remedial sessions, offered exemptions, paired sighted learners with learners with visual impairment, facilitated peer tutoring, granted extended time, and read aloud. Assessment adaptations primarily involved procedural accommodations, such as extended time, oral clarification of questions, and transcription of braille responses. Instructional materials were frequently improvised, using real objects, tactile resources, braille sheets, and writing frames. Despite teachers’ commitment, barriers such as insufficiently trained subject teachers for learners with visual impairment, inadequate numbers of resource teachers, large class sizes, limited instructional materials, and time constraints hindered effective curriculum adaptation. A thesis in the Department of Special Education, Faculty of Applied Behavioural Sciences in Education, submitted to the school of Graduate Studies, in partial fulfillment of the requirements for award of the degree of Doctor of Philosophy (Special Education) in the University of Education, Winneba March 2026 University of Education,Winneba http://ir.uew.edu.

Strategies teachers use to improve reading skills for learners with reading difficulties in Agona Swedru Presby A & B Primary Schools

2025-05-01T00:00:00Z

Strategies teachers use to improve reading skills for learners with reading difficulties in Agona Swedru Presby A & B Primary Schools Impraim, C The purpose of this study was to explore the strategies teachers use to improve reading skills for learners with reading difficulties in Agona Swedru Presby A & B primary schools in the central region of Ghana. The study followed a qualitative research approach and a case study design. A sample size of six teachers was involved in the study. A purposive sampling technique was used in selecting teachers from the two schools. Data was obtained through administration of interview guide with study participants. The findings of the study revealed that teachers employed various strategies to address learners’ reading difficulties in phonics, vocabulary, comprehension and fluency. However, in the teaching of phonics and fluency skills, it was found out that teachers lacked adequate knowledge. The study recommended among other things, that more workshops should be organized for all primary school teachers, particularly in phonics skills to enable them work effectively. Although reading difficulties among primary school learners in Ghana are well documented, limited attention has been given to specific strategies teachers use to improve these difficulties in classroom practice, a gap that this study seeks to fill. A thesis submitted to the school of Graduate Studies in partial Fulfillment of the requirement for the award of the degree of Master of Philosophy (Special Education) Department of Special Education Faculty of Educational Studies UNIVERSITY OF EDUCATION, WINNEBA MAY, 2025

Sign language interpreters’ experience in interpreting english into Ghanaian sign language at Sekondi College

2025-09-01T00:00:00Z

Sign language interpreters’ experience in interpreting english into Ghanaian sign language at Sekondi College Addo, D.N This study examines sign language interpreters’ experience in interpreting English into Ghanaian Sign Language (GhSL) at Sekondi College. The study focused on four (4) objectives: how sign language interpreters’ experience influences English–GhSL syntactic transfer, strategies adapted to address errors, exploring support services available, and proposing approaches for improving interpretation. Guided by the Interpretation Theory of Translation which emphasizes understanding, deverbalization and reformation as a core stage of effective interpretation and interpretivist paradigm. The study employed a qualitative research approach and used case study design. Data was collected through semi-structured interviews with eleven (11) interpreters. Thematic analysis revealed that interpreters rely on cognitive processes such as comprehension, deverbalization, and reformulation to render English academic discourse into meaningful GhSL structures. The findings revealed that interpreters experience significant challenges in syntactic restructuring, vocabulary equivalence, technical terminology, and time constraints during live classroom interpretation. The study also found that most interpreters acquired their skills informally, with limited access to structured professional training. Strategies such as visual clarification, simplification of complex English structures, and peer consultation were used to manage interpretation difficulties. The study concludes that interpreter experience, institutional support, and professional development significantly influence the quality of English–GhSL interpretation in inclusive classrooms. It recommends structured training programs, institutional policy support, and the development of bilingual instructional materials to improve interpreter-mediated learning for Deaf students A thesis in the Department of Special Education, Faculty of Applied Behavioral Science Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Special Education) in the University of Education, Winneba SEPTEMBER, 2025