Abstract:
This study was a case study designed to find out the teachers’ approaches for
teaching reproductive health education to adolescents with hearing impairments at
Ashanti school for the deaf, Jamasi. Views were sampled through semi structured
interviews for teachers on one -on- one basis and semi – structured interviews for
students in focus groups. The teachers’ were observed in the classroom for twenty
minutes three times each for two weeks. The students were also observed in the
classroom, dining hall, break time, sports and games and private studies periods for
two weeks. A qualitative approach was used in the analysis and interpretation of
interview data and where necessary, verbatim expressions of the respondents were
used. It was evident from the study that, reproductive health education has positive
impact in the life of adolescents with hearing impairment. However, the study
revealed that majority of the teachers’ adopt teacher- centered approach in teaching
reproductive health education to the adolescents with hearing impairment at Ashanti
school for the deaf, Jamasi. Also, relevant and adequate teaching and learning
materials are not used during teaching of reproductive health lessons and also
majority of the teachers are not adequately trained on reproductive health education to
deliver factual information on reproductive health to adolescents with hearing
impairment. It was therefore recommended that the Directorate of Ghana Education
Service should supply Ashanti School for the deaf, Jamasi with adequate teaching and
learning materials to help enhance effective teaching of reproductive health. Also the
District Directorate should organize workshop, seminars, and in – service training for
the teachers’ to enable them vary their teaching methods and provide factual
information on reproductive health to the students.
Description:
A Dissertation in the Department of SPECIAL EDUCATION, Faculty of EDUCATIONAL
STUDIES. Submitted to the School of Research and Graduate Studies of the University of
Education, Winneba, in partial fulfillment of the requirement for the award of the degree of
MASTER OF EDUCATION IN SPECIAL EDUCATION of the UNIVERSITY OF
EDUCATION, WINNEBA
DECEMBER, 2013