Interaction between deaf and deafblind students at demonstration school for the deaf, Mampong- Akuapem, Ghana

Abstract

This study explored the interaction between deaf and deafblind students at the Demonstration School for the Deaf (DEMODEAF) in Mampong-Akuapem, Ghana. Despite growing efforts in inclusive education, little empirical research has examined how students with distinct sensory impairments engage with one another in shared learning environments. Using a qualitative phenomenological design within an interpretive paradigm, data were collected through semi-structured interviews with eight purposively selected participants (five deaf and three deafblind students). The study investigated three key areas: the nature of their interactions, the communication strategies employed, and the barriers they encounter. Findings revealed that while both groups demonstrated resilience and creativity in communication, significant challenges persisted. Communication methods included Ghanaian Sign Language (GHSL), tactile signing, touch cues, and informal personalized systems. Interaction quality was often shaped by familiarity, environmental conditions, and individual communication skills. Peer-led adaptations and teacher support were identified as effective strategies, though access to assistive tools and formal training remained limited. Barriers included a lack of specialized communication skills, inadequate institutional resources, and social-psychological challenges such as fear of embarrassment and low confidence. The study concluded that successful interaction between deaf and deafblind students is possible but requires structured institutional support, enhanced training, and inclusive policies. Recommendations included the provision of tactile communication training, improved access to assistive technologies, and targeted policy reforms to support dual-sensory education. The findings offer valuable insights for educators, policymakers, and disability advocates committed to creating more inclusive and accessible learning environments for all students.