Access to English Language Acquisition in Ghana Schools for the Deaf: Are the Deaf Students Handicapped?

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.