Factors contributing to educational continuity for deaf and hard-of-hearing in Effutu Municipality - Ghana

Abstract

The purpose of the study was to investigate barriers to educational continuity and inclusion for deaf and hard of hearing children in the Effutu Municipality: exploring challenges and opportunities. The study adopted the qualitative approach to research. The qualitative approach is particularly well-suited to research that seeks to explore complex, context-specific phenomena such as the barriers to educational continuity and inclusion for deaf and hard of hearing children. A case study design is the most suitable qualitative design for this study. The sample size for this study includes 20 participants in total: 5 parents of deaf and hard of hearing children, 5 teachers, 5 school administrators, and 5 community leaders. The instrument used for data collection is an interview guide. The barriers to school enrollment and retention for deaf and hard of hearing children in the Effutu community include inadequate educational infrastructure, a lack of trained teachers, and pervasive negative societal attitudes towards the potential of deaf and hard of hearing children. The lack of appropriate facilities, such as specialised classrooms and teaching aids, combined with insufficient educator training and negative societal perceptions, prevents deaf and hard of hearing children in the Effutu community from accessing quality education. Based on the findings, it is recommended there should be increased investment in the physical infrastructure of schools, including specialized classrooms, assistive technology, and teaching materials.