Academic Experiences of Students Who are Deaf at the University of Education, Winneba, Ghana

Alexander M. Oppong, Ph.D
Joyce Adu, M.Phil
Daniel Fobi, M.Phil
Emmanuel K. Acheampong, M.Phil

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University of Education, Winneba, Ghana

Abstract

Guided by Tinto’s (1975) model of student retention or departure, this phenomenological study explored academic experiences of students who are deaf at the University of Education, Winneba (UEW), Ghana. Fourteen deaf students were purposively sampled from a population of 36 students. Data were gathered through a semi-structured interview. Data were coded and analyzed using thematic approach. Academically, participants indicated that they were usually assessed on content areas they are taught. They also added that assessment became challenging when Sign Language interpreters were not present at the examination halls. The study recommended that tertiary educational institutions that practice inclusion for deaf employ more Sign Language interpreters, and note-takers to help deaf students have equal access to the curricular and that this study be replicated elsewhere that would include more public tertiary educational institutions with larger number of participants.

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