Abstract:
The purpose of the study was to investigate the strategies teachers adapt for learners
who are deaf at the University Practice South Inclusive Basic school in Winneba. The
study was qualitative, which utilized a case study design with interview and
observation as the data collection procedures. A purposive sampling technique was
used to select ten (10) participants comprising nine (9) teachers and the head teacher
who teach children who are deaf at the University Practice South Inclusive Basic
school in Winneba. Data from the study were analysed based on themes that emerged
from the study. Findings from the study revealed that teachers used strategies such as
multi-sensory approach during teaching. It was also revealed that the teachers allowed
additional time on task and adjusted the pace of lesson delivery. Again, the result of
study revealed the specific areas of the curriculum teachers adapt for learners who are
deaf which include; modifying reading contents, the use of alternate learning
materials and development of specific study guide. However, some factors affect
teachers adaption strategies for learners who are deaf in the inclusive school which
include inadequate qualified personnel, large class sizes as well as limited time factor.
The study recommended that teachers teaching in inclusive schools should
continuously use strategies such as the multi-sensory approach, allow additional time
on task and adjust the pace of delivery during teaching to help the children who are
deaf gain deeper understanding and retention of concepts taught. Again, teachers
should endeavour to adapt specific areas of the curriculum such as the use of alternate
materials in their teaching, adapt reading content to learner’s learning styles to aid
effective reading skills among the children who are deaf. Lastly, head teachers should
endeavour to find solution to the problem of inadequate qualified personnel, large
class sizes, as well as inadequate contact time so that teachers adaptation strategies
would be beneficial to learners.
Description:
A thesis 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 the degree of Master of Philosophy (Special Education) in the University of Education, Winneba
MAY, 2021