Abstract:
This study sought to explore how tutors of the Presbyterian College of Education,
Akropong adapt the general curriculum for the inclusion of students who are Deaf.
Using a qualitative approach with a constructivist phenomenological design, the study
employed a semi-structured interview and observation to elicit data from fourteen
participants made up of seven tutors and seven students who are Deaf. The data were
analysed using deductive thematic approach. The findings revealed that in relation to
content adaptations, the tutors expose the whole class to the level appropriate
vocabularies and concepts. However, during teaching and learning, the tutors take
measures to explain vocabularies and abstract concepts. Some tutors use teaching and
learning materials like map and globe to teach abstract concepts. Others allow learners
to use their mobile phones to search for meaning of words on the internet, others also
use pictures, sketches and demonstrations to explain abstract concepts during teaching
and learning. Again, in relation to instructional methods adaptation, the tutors of PCE,
employ same teaching methods for inclusive classes but in choosing the teaching
methods, they consult specialist in deaf education. They employ small group
discussions, demonstrations, role-play, and problem-solving approaches to involve all
the learners most especially the Deaf. But there were some tutors who still go by the
traditional teaching method - lecture method. They see the sign language interpreter as
responsible to serve the needs of the Deaf. They present audio content with no captions,
those with captions always move very fast. They roam a lot in the class during teaching
and learning which exclude the Deaf from the lesson. These findings call for
professional development sessions to equip most tutors of PCE with curriculum
adaptation skills.
Description:
A Thesis in the Department of Special Education, Faculty of Education Studies,
Submitted to the School of Graduate Studies in Partial Fulfilment of the
Requirements for the Award of a Degree of
Master of Philosophy
(Special Education)
in the University of Education, Winneba.