Abstract:
The purpose of this study was to find out support services given to students who are deaf
on the distance education programme at Bagabaga College of Education Study Centre in
Tamale. The study was guided by the following research questions: What support
services are available to students who are deaf during tutorials, assessment support to
students who are deaf, hearing colleagues support to students who are deaf academically
and what support services are provided for students who are deaf at the college library.
The research approach for the study was qualitative and research design for the study
was a case study. The sample size for the study was eight students who are deaf at
Bagabaga Study Centre, Tamale. Purposive sampling technique was used to select the
sample for the study. The specific purposive sampling technique used to select the sample
was critical case sampling. A semi-structured interview guide was the instrument used to
collect data for the study. The findings revealed that there were support services given to
students who are deaf. These include; interpreters, note-takers, appropriate placement,
good lighting systems, support from some lecturers and support from some hearing
students to students who are deaf academically after tutorials and library support to
students who are deaf. Also findings revealed some challenges students who deaf
encounter such as inadequate interpreters and note-takers, lecturers do not take the
presence of students who deaf into account during tutorials and therefore speak at a faster
rate making it difficult for interpreters to cope with interpreting. Again there were some
sound-based courses students who are deaf find difficult to do. These are speech-based
courses such as Phonology and Phonetics, English Language, Language and Literacy,
and Music and Dance. The study recommended that the College for Distance and e learning should ensure there are adequate interpreters and note-takers at the centre to
support students who are deaf.
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