Support Services Available for Deaf Students in Distance Education Programs: A Case Study at Bagabaga College of Education Study Center, Tamale, Ghana

Abstract

Educating deaf people has become one of the utmost issues of concern to many stakeholders of education in Ghana. Several studies have been conducted on how people with profound hearing loss are educated in Ghana. However, scholarly thought is yet to explore deaf students in distance education programs. Hence, this qualitative study was conducted to find out support services available for deaf students in the distance education program at Bagabaga College of Education study center. Eight deaf students pursuing diplomas and bachelor's degrees were used as samples for the study. Although many of the deaf students indicated that they receive support during tutorials, examinations and from classmates who are not deaf, inadequate note-takers and interpreters affected the quality of support given to them during tutorials. Furthermore, interpreters performing the role of invigilators and the lack of additional time given to deaf students affected the quality of assessment. Also, the use of unconventional sign language affected the quality of support service from their classmates. It was, therefore, recommended that sign language should be introduced as a core course for all hearing students to aid them in communicating effectively with their deaf classmates. Also, interpreters should be made to perform their roles as interpreters and not invigilators during assessments. Furthermore, additional time should be given to deaf students during the assessment.