Abstract:
The purpose of the study was to find out the social interaction pattern between
pupils with hearing impairment and their hearing peers in the University
Practice Inclusive School, Winneba. The study was qualitative which utilized
a phenomenological design with interview and observation as the data
collection procedures. A sample of 8 pupils comprising 5 pupils with hearing
impairment and 3 with normal hearing were purposefully sampled. Data from
the study was thematically analyzed based on the emerging themes. Findings
from the study revealed among other things that the pupils with hearing
impairment had interaction with their hearing peers both inside and outside the
classroom. Additionally, there was a symbiotic relationship between the pupils
with hearing impairment and their hearing peers. However, the hearing
impaired pupils were battling with how to sustain interaction with their
hearing peers as a result of their communication difficulties. The study
recommended that regular counselling should be given to each group of Pupils
in the UNIPRA Inclusive School to enhance the level of friendship between
pupils with hearing impairment and their hearing peers.
Also, regular interaction should be encouraged between pupils with hearing
impairment and their peers at the UNIPRA Inclusive School in order for the
pupils with hearing impairment to continue enjoying the benefits such as
getting vital information from friends initiating and sustaining interaction and
turn taking.
Description:
A Dissertation in the Department of SPECIAL EDUCATION, Faculty of
EDUCATIONAL STUDIES submitted to the School of Research and Graduate
Studies, University of Education, Winneba, in partial fulfillment of the requirement
for the award of Degree of MASTER OF PHILOSOPHY, SPECIAL EDUCATION
of the UNIVERSITY OF EDUCATION, WINNEBA
OCTOBER, 2015