Abstract:
Students who are deaf typically lack the language of the hearing, even in written form.
This hearing handicap presents serious academic challenges that require visual teaching
strategies. Nonetheless, it is not clear whether visual teaching is practised in the various
Schools for the Deaf hence the need to investigate its practice in the Schools for the Deaf
in Ghana. A multiple site case study approach was adopted to investigate teaching and
learning in five Schools for the Deaf in Ghana. The purposive sampling technique and a
three-tier research strategy involving observation, in-depth interview and focus group
discussion were used to get the accessible population and to gather data for the study
respectively. The findings from this qualitative study revealed that although the deaf is a
visual learner, visual teaching in Schools for the Deaf is not adequately practised in a
way that meets the visual needs of the deaf. Therefore the need to adopt and modify new
trends to meet the needs of deaf students.
