Abstract:
This phenomenological study explored the social and academic experiences of
students who are deaf at the University of Education, Winneba (UEW). Fourteen deaf
students who are deaf were purposively sampled from a population of 36 students. Data
were gathered through a semi-structured interview guide. Data were coded and
analysed using thematic approach. Results of the study indicated that students who are
deaf had varied social experiences. Whereas some preferred being at the same place
with their hearing colleagues, others saw that as a waste of time. Academically,
participants indicated that they were usually assessed on content areas they were taught.
They added that assessment became difficult when Sign Language interpreters were
absent. The study recommended that the university employ more Sign Language
interpreters, and note-takers to help deaf students improve the social, and academic
experiences.
Description:
A Thesis in the Department of SPECIAL EDUCATION, Faculty of Educational
Studies submitted to the School of Graduate Studies, University of Education,
Winneba, in partial fulfilment of the requirements for award of Degree of Master
of Philosophy (Special Education) degree.
JULY, 2016