Daniel Fobi

University of Leeds · Deaf Education

Few studies exist on the early care and education (ECE) of children who are deaf in low-to-middle-income countries, and none examine the roles of deaf adults in such provision. A research base is needed to inform contextually sensitive "deaf-infused" models of ECE in such contexts that build on indigenous deaf community experience, knowledge, and l...

This study aimed to provide insights into factors influencing sign language interpretation services in Ghana. Participants for the study were purposively selected and interviewed based on the principle of saturation. In all, 14 participants were involved in the study. These participants were selected using GNAD’s Sign Language Interpreters Director...

ABSTRACT This study examined the nature of partnerships that exist between parents and teachers, the attributes that influence these partner�ships, and the strategies that can enhance the partnerships between parents and teachers in two schools for the deaf in the Central Region of Ghana. We conducted focus group discussions with 12 teachers an...

Early childhood care and education (ECCE) for deaf¹ children is facilitated in economically rich countries by early identification and prompt access to family-centred intervention. For most low-income countries, this starting point cannot be assumed, and context-sensitive models are needed. Interviews with caregivers of deaf children in Ghana highl...

Regional and national level data on bullying victimisation and its associated factors among deaf adolescents are still lacking, particularly, in Africa. We conducted a cross-sectional self-report anonymous survey involving a nationally representative random sample of 450 school-going deaf adolescents in Ghana. Bivariate and multivariate analyses of...

Background: A growing global concern is that suicide research has paid little attention to young people with disabilities, particularly, in low- and middle-income countries (LAMICs). We aimed to estimate the 12-month prevalence of suicidal ideation and attempt and describe some associations among deaf adolescents in Ghana. Methods: This is a cro...

This paper investigates the impact of the COVID-19 pandemic on deaf adults, children, and their families in Ghana, focusing on issues of inclusion. We ask what it takes to ‘make cities and human settlements inclusive, safe, resilient and sustainable’ (United Nations Strategic Development Goal 11) for deaf people in the context of the global pandemi...

This chapter describes deaf education in Ghana, including the practices and challenges in public special schools for the deaf, early identification, hearing screening, audiological and educational assessment, and the impact of cultural beliefs and practices on school enrollment. For the past sixty years, Ghana has been striving to promote the devel...

This paper discusses historical and contemporary issues regarding communication approaches for educating Deaf and hard of hearing (DHH) children in Ghana. Discussion of the communication approaches took into account a brief historical background to the development of formal education for DHH children in the country, academic achievement of DHH stud...

Guided by Tinto’s (1975) model of student retention or departure, this phenomenological study explored academic experiences of students who are deaf at the University of Education, Winneba (UEW), Ghana. Fourteen deaf students were purposively sampled from a population of 36 students. Data were gathered through a semi-structured interview. Data were...

Underpinned by Biggs 3P model on learning, this survey sought to explore gender differences in the adoption of learning approaches among students who are deaf in a tertiary institution in Ghana. Data were gathered from 31 out of 41 students who are deaf. Participants were randomly sampled from levels 200, 300 and 400. Data were gathered through ASS...

There is a dearth of empirical studies on the learning approaches of students with disabilities in the University of Education, Winnba. So this paper explored the learning approaches of students with disabilities (i.e. Visually Impaired, Deaf and Hard of Hearing, Physically Disabled) in the University of Education, Winneba (UEW). This quantitative...

This correlational study explored learning approaches as a predictor of academic performance of deaf students at the University of Education, Winneba (UEW. Data were gathered from 31 out of 41 deaf students. The participants were purposively sampled from level 200, 300 and 400. Data were gathered through ASSIST (1998) questionnaire and students’ ac...

Anchored on the socio-cultural theory of learning, this intact group comparison posttest-only research analyzed gender differences in Mathematics achievement of Deaf students in Ashanti School for the Deaf on the Ghana National Education Assessment Test for Primary Six (NEA-P6) in order to provide empirical information for educational practice in t...

This survey explored the learning approaches among deaf students at the University of Education, Winneba (UEW), Ghana. Data were gathered from 31 out of 41 undergraduate deaf students. Participants were randomly sampled from levels 100, 200, 300 and 400. Data were gathered through the Approaches and Study Skills Inventory for Students (ASSIST, 1998...

The purpose of this study was to explore Deaf students perceptions about the quality of Sign Language interpreting service rendered them in a public tertiary institution in Ghana. The study focused on students who are Deaf and who use Sign Language interpreting services. A descriptive survey design was adopted to elicit from respondents their views...