Abstract:
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.
Description:
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
