Abstract:
This study investigated teachers’ competencies in teaching learners with hearing
difficulties in the Sekyere South District of Ghana. In this case study, 16 teachers
were purposively sampled, and data were collected from them using a self-constructed
interview guide. One-on -one interviews were conducted for all the participants and
the data were coded and analysed using themes that were generated from the data.
Results of the study revealed that although teachers use cooperation instructional,
elaboration and teacher motivational strategies to teach learners with hearing
difficulties, they did not use other equally good strategies such as storytelling, think pair-share and demonstration strategies. Again, the results indicate that teachers used
total communication in teaching. Additionally, the teachers said that they required
differentiated and constructivist pedagogies in order to teach learners with hearing
difficulties effectively in mainstream schools. The study recommended that the Ghana
Education Service should run in-service training courses in total communication for
teachers to ensure successful learning outcomes. Additionally, authorities in
universities and colleges of education should run programs to educate teachers to be
competent in differentiated and constructivist pedagogies to enable them to teach
effectively. Finally, teachers should ensure that there is proper seating arrangement
and positive teacher–child relationship in the classroom. The study concludes that
pedagogical skills as well as skills in clear and accessible communication could be
useful in ensuring better learning outcomes among learners with hearing difficulties.
Description:
A thesis in the Department of Special Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies, in partial fulfillment
of the requirements for the award of the Degree of
Master of Philosophy
(Special Education)
In the University of Education, Winneba