Abstract:
The purpose of the study was to investigate adult deaf persons’ access to health care services in the Hohoe Regional hospital. The study used a descriptive case study as a research design A sample size of twelve (12) adult deaf persons in the Hohoe Regional hospital was chosen for this study, and a semi-structured interview guide was used to collect data for the study which was analysed thematically. The key findings revealed a mixed perception. While some participants reported positive interactions and found healthcare workers friendly and accommodating, others shared negative experiences, citing instances of disrespect and delays. These diverse views emphasized the importance of understanding and addressing the unique needs and challenges faced by the deaf community in healthcare settings. The study also revealed that individuals in the Hohoe Regional hospital illuminate the diverse methods employed to access healthcare services, including gestures, writing, sign language, and reliance on interpreters. The study finally revealed that one of the key challenges they face are financing constraints, discrimination and communication barriers, emphasizing the need for interpreters to bridge the communication gap. The study further recommended that, healthcare authorities in the Hohoe Regional hospital should prioritize training of healthcare professionals on understanding and addressing the unique needs of the deaf community. This training should encompass cultural competency, sensitivity training, and effective communication strategies. It is recommended that healthcare authorities in the Hohoe Regional hospital prioritize training for healthcare professionals on understanding and addressing the unique needs of the deaf community. The study also recommended that further research on the experiences of adult deaf persons in accessing healthcare services in the Hohoe Regional hospital could explore the effectiveness of interventions aimed at improving communication between healthcare providers and the deaf community.
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 Requirement for Award of Master of Philosophy (Special Education) the degree of In the University of Education
