Academic Challenges of Students with Hearing Impairment (SHIs) in Ghana

Efua Esaaba Agyire-Tettey, Marigold Cobbina, Emma Seyram Hamenoo


Purpose: Several researches have showed that the average academic performances of students with hearing impairment (SHIs) are below that of hearing students. This research sought to elucidate challenges that prevent SHIs from high academic achievements, using the case of students in Tetteh Ocloo State School for the Deaf in the Greater Accra Region of Ghana.

Method: A qualitative research design was used for data collection through in-depth interviews, analysis and the interpretation of the responses of thirty participants (12 Students with hearing impairments, 11 parents and 7 special educators).

Results: Findings showed that challenges which hinder SHIs academic performance emanate from different systems and actors including SHIs themselves, their parents and other institutional barriers that exist in deaf education. The findings also indicated that parents influenced the academic performance of their children with hearing impairment (CHI) through their responsibilities, expectations and the learning assistance they gave to their wards at home. Results also established that institutional barriers such as effective instructional procedures adopted in deaf education, availability of facilities, teaching, reading learning materials, and curricular contents posed challenges to the academic performance of students with hearing impairment.

Conclusion: The identified challenges which prevent SHIs from higher academic performance are from different systems of SHIs’ environment and the interplay between them. The study recommends that interventions must be directed at the different systems within their environment.


Academic performance; education

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