PROSPECTS AND CHALLENGES OF EDUCATING A DEAF-BLIND STUDENT IN A UNIVERSITY IN GHANA

Daniel S. Q. Dogbe, Francis Kwame Anku

Abstract


This study explored the challenges and prospects of educating a deaf-blind student in a public university in Ghana. The study utilised an exploratory qualitative research design based on interviews and observation to explore how the deaf-blind learner navigated university life. The study found that the challenges experienced by all stakeholders included a lack of knowledge and understanding about deaf-blindness, communication challenges, inadequate preparation of educators/teachers and resource persons, lack of support structures for all stakeholders, and the time-consuming nature needed to educate the deaf-blind learner. The study recommends continuous in-service training on basic knowledge of deaf-blindness, instructional and socially inclusive strategies, and communication modes for deaf-blind learners for all stakeholders. A collaborative team approach to delivering training and inclusive education that involves all stakeholders is necessary. The study concludes that if lecturers of learners who are deaf-blind are provided with the necessary training on the skills and knowledge of facilitating communication with their students, this would, in turn, contribute positively towards teaching and learning.

 

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deaf-blind(ness), Ghanaian sign language, hearing loss, inclusive education, visual impairment

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DOI: http://dx.doi.org/10.46827/ejes.v11i1.5157

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