Teachers' competencies in teaching learners with hearing difficulties in Sekyere South District, Ghana

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.