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.
