http://41.74.91.244:8080/handle/123456789/676 2026-04-05T20:07:35Z http://41.74.91.244:8080/handle/123456789/4903 Social inclusion experiences of deaf students at the University of Education, Winneba. Acheampong, E.K. 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. 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 Doctor of Philosophy (Special Education) in the University of Education, Winneba 2024-08-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/2008 Analysis of the academic performance of students with on the integrated education programme in the Hohoe Municipality in the Volta Region of Ghana Dorleku, E. J.A. This study analysed the academic performance of pupils with visual impairment placed on the integrated education programme in the Hohoe Municipality. The evaluation research design was employed for the study. Purposive sampling technique was used to select the respondents for the study. A total of 50 respondents, comprising 20 mainstream teachers, 5 itinerant teachers, 25 pupils with visual impairment were drawn for the study. The instruments used in collecting data were semi- structured interview and scores from teacher made tests. The study revealed that the integrated education programme had a positive influence over the academic performance of the visually impaired. The recommendations included among others; the provision of extensive opportunities for both pupils and teachers in assessment, in-service training, monitoring and motivating in the mainstream by stakeholders and also provide the necessary academic and infrastructural facilities needed to support the education of persons with visual impairment in the mainstream schools. A Thesis in the Department OF SPECIAL EDUCATION, Faculty of Educational Studies, submitted to the School of Graduate Studies, University of Education, Winneba in partial fulfilment of the requirements for the award of Degree of Master of Philosophy (Special Education) degree. JULY, 2015 DECLARATION 2015-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/1040 HIV_AIDS knowledge and sexual behaviours among adolescents with hearing impairments in some selected special schools in Ghana Issaka, C.A The central aim of this sequential explanatory mixed method research aimed at exploring HIV/AIDs knowledge and sexual behaviours of adolescents with hearing impairments (HI) in some selected special schools in Ghana. This study mixed method designs was employed to achieve the aim. Self-constructed questionnaires were administered to three hundred and ten (N=310) adolescents from four (4) special schools in four regions of Ghana. Self-structured questionnaire, which made up of HIV/AIDs Knowledge and sexual behaviour scales, were used in gathering quantitative data. In collecting qualitative data, interviews were used. SPSS software version 17.0 was used to summarize quantitative data. Main data analytic strategies used in the study included frequency distribution tables, Measures of central tendency (mean) and dispersion (standard deviation), t-test and correlations. Open, axial and selective coding systems were used to analyze qualitative data. Results showed that although adolescent with HI were aware of HIV/AIDs, they had no knowledge of HIV/AIDs; most of them were engaged in sexual behaviours that placed them at high risk of contracting HIV. In addition, study disclosed that risky sexual behaviours could be predicted from adolescent with HI lack of knowledge of HIV/AIDs. There was a statistical significant difference between female and male adolescents’ knowledge of HIV/AIDs as well as their risky sexual behaviours. Findings have significant implications on adolescents with HI as well as educational programming in Ghana. It is recommended that GES should develop policies and programmes that support collaboration among stakeholders. At family and community level, adequate information should be provided for adolescents with HI. This will help fill the HIV/AIDs information gap between adolescent with HI and their hearing counterpart. Finally, at the school level, curriculum designers should include appropriate HIV/AIDS education programmes in their programme planning. A Thesis in the Department of Special Education, Faculty of Education, submitted to the School of Graduate Studies, University of Education, Winneba in fulfillment of the requirements for award of the Doctor of Philosophy (Special Education (EHI) degree. August 2015 2015-01-01T00:00:00Z