Abstract:
The purpose of the study was to find out teachers’ role in the inclusion of deaf learners
in the mainstream inclusive classroom in Offinso municipality in Ashanti region of
Ghana. Eighty teachers participated in the study. Simple random sampling was used..
Data was collected and analysed through the use descriptive statistics such as
frequencies and percentages. The findings revealed there were inadequate roles of
teachers to deaf learners, there were no involvement of parents of learners , frequent
feedback to deaf learners were not given, supplementary learning materials were not
provided and no support from stake-holders were challenges to the teachers.. However,
with the appropriate role of teachers to deaf learners teaching and learning is made easy
and systematic and ultimately improves academic performance. The findings also
showed that teachers break classes to smaller groups to suite deaf learners.
Recommendations were made in light of the findings and this indicated among others:
teachers should attend workshops on roles and how to manage deaf learners in the
mainstream inclusive classroom, there should be collaboration between teachers,
parents and stakeholders. Teachers should give short and brief instructional task while
still attaining learning objectives
Description:
A Dissertation in the Department of Special Education, Faculty of Educational Studies,
Submitted to the School of Graduate Studies, in Partial Fulfilment of the Requirements for the Award of Master of Philosophy (Special Education) at the University of Education, Winneba
AUGUST 2022