Experiences of students with deafness towards learning at Takoradi Technical University, Ghana

Abstract

This was a qualitative study that explored the learning experiences of all 21 students with deafness at the Takoradi Technical University. The study employed a phenomenological design with a 28-item semi-structured interview instrument that was used to collect data for the study. Findings from the study that impacted negatively on the students‟ academic performance and social competence included: (a) lecturers having limited knowledge about the needs of students with deafness, and therefore not very supportive to students with deafness; (b) communication barriers, such as inability of lecturers and hearing peers to sign Ghanaian Sign Language, (c) inability of students with deafness to use and understand spoken language; (d) inadequate sign language interpreters and note takers; (e) lack of extended time for students during quizzes and examinations, and (f) hindrances to participate in extracurricular activities such as games, athletics and field trips/excursions. On the positive side, hearing peers related well with students with deafness, and the students were fully involved in group work. Recommendations to improve student learning include alternative supports like proper tutoring and real time captioning, and more support staff, such as sign language interpreters and note takers.