Abstract:
This paper primarily discusses the challenges deaf students in Ghana are likely to grapple with as they access
education provided for them in English language. The arguments discussed in this paper are supported by
findings from a multiple site case study of five Schools for the Deaf purposively sampled from four regions of
Ghana. Observations were made of 15 classroom teaching and learning processes at the basic school level.
Interviews were also conducted with seven teachers to gather qualitative data for the study. The findings were
that deaf students in Ghana access education, provided for them in their classrooms and textbooks, in much the
same ways as their hearing counterparts whereas they do not have the same abilities as their hearing counterparts
to effectively acquire and use English language. The poor access to English language as well as the limitations in
technology developed for deaf students in Ghana reflect in some learning difficulties. This stagnation stifles the
educational advancements of deaf students in Ghana. It is recommended that the Special Education Division of
the Ghana Education Service should look into the language policy for deaf students and give, in the interim,
concessionary passes in English language to enable deaf students qualify into higher institutions of learning.
