Experiences Of Students With Hearing Impairment At A Presbyterian College Of Education In Ghana

Abstract

The study explored the experiences of students with hearing impairment (HI), their perceptions of academic participation, social interaction and supportive services offered to them at a College of Education in Ghana. The qualitative interpretative phenomenology design was employed for the study. Semistructured interview was used for data collection. A sample of 12 students from the Presbyterian College of Education were selected. Thematic analysis by Braun, Clarke, Hayfield, and Terry (2019) was used for the data analysis of the study. Results showed that in the absence of a sign language interpreter, students with hearing impairment (HI) had difficulty accessing information at lectures. Additionally, the majority of students with hearing impairment (HI) believe that the sign language interpreting service is unsatisfactory. It was recommended among other things that to support efficient communication and easy learning process, the College authorities should hire skilled sign language interpreters who are familiar with hearing impairment culture. Hearing students should also be taught about deaf culture by the College authorities so that students who are deaf may readily associate with them.