Ghana Deaf Teachers Union

The first Deaf professor in Ghanaian history. ❤️❤️❤️👏👏👏😍😍😍. Congratulations professor Wisdom Kwadwo Mprah

See some pictures of GDTU members on inclusive education seminar at GNAD conference hall on 4thJune 2022

OUTCOME OF 2022 GHANA DEAF TEACHERS’ SEMINAR ON INCLUSIVE EDUCATION


The Ghana Deaf Teachers Union (GDTU) in collaboration with Ghana National Association of the Deaf (GNAD) on 4th June 2022, held a Deaf teachers’ forum on Inclusive Education for learners who are Deaf and hard of hearing. Presentations were made by Dr. Joseph Murray the President of the World Federation of the Deaf (WFD), and the Principal of St. Vincent School for the Deaf, Ingrid
Parkins from South Africa and briefly from Mr. Juventus Duorinaah the Executive Director of GNAD.

At the end of the one-day forum which was participated in by about 42 deaf teachers from 13 schools for the Deaf, the following action points were agreed on by all to guide the deaf teachers to improve Deaf education in the 14 schools for the Deaf.

1. It was noted that Sign Language (SL) is important in promoting teaching and learning for deaf children and adolescents. Unfortunately, there currently exists no Ghanaian Sign Language curriculum that can guide teaching and learning of Ghanaian Sign Language in the 14 schools for the Deaf. It was therefore agreed that the GDTU members will support GNAD to develop an appropriate Ghanaian Sign Language curriculum.

2. Sign Language is based on concepts and there are significant number of key words that have no signs. This situation leaves Teachers in Schools for the Deaf to struggle in having a nationally agreed Sign for key words. To solve this problem, all participants agreed to contribute to develop a sign language corpus. This would involve collecting diverse signs into a common platform so that it becomes easier to access signs for certain words.

3. Though the schools for the Deaf are schools for only children identified as Deaf, a number of the deaf children also have additional disabilities. For example, many of the deaf children have attention deficit disorder, learning disability and or vision problems. To help these children cope with learning as part of the Inclusive Education implementation process, it was agreed that, deaf teachers should provide additional support to students with additional disabilities to enable them keep pace with learning in the classrooms.

4. One of the key issues identified at the teachers’ forum was lack of recognized teachers’ union for the Deaf. In other words, though other teachers with disabilities like visual impairment, have Blind Teachers Union that fights for the welfare of teachers with visual impairment, the same cannot be said of teachers with hearing impairment. The Seminar therefore agreed that, going forward, GDTU will work hard to enact a strong constitution to make it a recognized association. GDTU will ensure that there are prompt feedbacks from its leaders/IMC to comments and questions raised.

5. In addition, it was noted that teachers’ professional development is important to help the teachers give off their best in the classrooms and beyond. It was however observed that in most instances, GES workshops and programmes do not include Deaf teachers. This is because when programmes are announced, in some cases, heads of schools do not select Deaf teachers to be part. A good example is when SPED was orienting teachers from Schools for the Deaf on the New Ghanaian Sign Language Dictionary. In that case, only one Deaf teacher from all the schools for the Deaf participated in the programme. GDTU thinks, if Deaf children are to have role models and see their peers taking up leadership positions, then it is important that GES programs are participated in by Teachers who are Deaf themselves. To this end, GDTU at the seminar agreed that they will engage/meet with their heads of schools to ensure that GES programmes involving teachers in schools for the Deaf are representative
of Deaf teachers as well as allowing Deaf teachers opportunities to serve as facilitators in their various schools.

6. The participants in the forum recognized that Deaf children need additional tuitions in their subjects to enable them keep pace with the school curriculum content. For this reason, the schools for the Deaf have additional year compared to the regular schools as well as extra time for their examination. To ensure students have additional time and support, GDTU members at the forum agreed that Deaf teachers who have accommodations in the schools should sacrifice additional time to support the pupils to keep up with learning.

7. It was also agreed that despite the fact that Sign Language is accepted as medium of instructions in schools for the Deaf, there are limitations. For example, most words do not have signs to support the teaching process compared to hearing children where the teacher can just pronounce the words. To help teachers in schools for the Deaf, the participants unanimously agreed that, they will develop more signs for specific words which shall be made uniform so that teaching becomes easy.

8. Participants agreed that the extent to which Sign Language teaching can be sustained in the schools for the Deaf or the extent to which hearing teachers with limited fluency in the Ghanaian Sign Language can be encouraged to learn and use the Ghanaian Sign Language is consistent on commitment and political will from Head of Schools for the Deaf. This is because, the final decision making in schools for the Deaf are the heads of the schools for the Deaf. To facilitate this, the participants at the seminar agreed that, they will work with their heads of schools to encourage and support the teaching of Sign Language in all schools for the deaf. This will enable teachers develop interests in learning Sign Language so as to help them give off their best in teaching deaf children.

9. One of the key principles of Inclusive Education is that there must be opportunities for Deaf children to look up to Deaf adults as role models. This position has been amplified on the International Disability Alliance Position on Inclusive Education. To ensure that Deaf teachers in the 14 schools for the Deaf play this role, the participants at the seminar agreed that, henceforth, they will work to ensure that they serve as role models and encourage the students to practice good habits and acts that are likely to promote children’s future development. To this end, Deaf teachers agreed that they will behave professionally and set a limit on how they interact with their students.

10. GDTU has a WhatsApp platform where information is shared and discussions regarding education of Deaf children are held. Of late however, there has been key challenges focusing on the primary objectives of the platform/WhatsApp. For example, there are instances where people post political messages and other issues on the platform a situation that distract attention from the purpose of the group. To address this issue, participants agreed that, going forward, the Deaf teachers WhatsApp platforms will focus a lot on issues affecting deaf students and lower excessive politics/political discussions. Participants agreed to use polite ways to discourage political posts on the platform but discuss more issues about Deaf Education.

11. The participants agreed that for Deaf children to have good foundation in Education, the first few years in Schools for the Deaf must have teachers who are very fluent in the Ghanaian Sign Language. This is where the role of professionally trained Deaf teachers become important. It was however observed that many Deaf teachers in schools for the Deaf refuse to accept classes at the lower primary level where the foundation building is important. This situation results in lower primary and KG classes assigned to teachers who may not have good foundation in Ghanaian Sign Language. To help improve foundation building, participants agreed that, they will work with others to ensure that they accept to teach at the KG level because no matter what, one’s salary and conditions of services remain the same irrespective of which class one teaches.

12. Moreover, it was noted that for effective teaching and learning of Ghanaian Sign Language in the various schools for the Deaf and elsewhere, Ghanaian Sign Language should be taught by Deaf people fluent in the Ghanaian Sign Language. Hearing teachers or people with limited fluency in the Ghanaian Sign Language should be engaged as assistants. The participants agreed that this will ensure that, there is good impact in the training of people in Ghanaian Sign Language.

13. One of the key issues identified at the seminar was limited access to technology to aid teaching and learning especially at the KG level which is based on play as an approach to learning. For example, to ensure that KG children have access to quality information. KG classrooms should have at least basic TV sets to support teaching deaf children.

14. Participants recognized that because Deaf children do not have ability to communicate with their hearing parents, they often grow up with no career path or career plan. For example, it was observed that, the average deaf student at Primary 6 cannot say which career he or she wants to pursue in future. To help address this issue, it was agreed that basic school deaf teachers should collaborate with school administrations to organize career days in their respective schools to encourage the Deaf pupils identify suitable careers to pursue in future.

15. Furthermore, it was agreed that in most instances, interns from the University of Education, Winneba and or its satellite centers are sent to schools for the Deaf. In most cases, some of the interns have no knowledge in basic Ghanaian Sign Language nor do they have any interest in teaching in schools for the Deaf. To ensure that interested interns are posted to the various schools for the Deaf to do their internships, participants agreed to lobby with the heads of schools as well as UEW to ensure that interns are interviewed and the suitable ones selected to do their internships in schools for the Deaf

16. Lastly it was suggested that teachers who have served in the schools for the deaf longer than required but are unable to use sign language effectively to teach deaf students should be reposted to schools where their services would best be utilized to create opportunity to recruit teachers with the requisite skills in sign language

Dr Gideon Kwesi Obosu, a Lecturer at the University of Cape Coast says Sign Language(SL) has been omitted from the curriculum of Ghana Education Service.

Sign Language missing from education curriculum—Lecturer Dr Gideon Kwesi Obosu, a Lecturer at the University of Cape Coast says Sign LanguageSL has been omitted from the curriculum of Ghana Education Service.

Ghana Deaf Teachers Union inclusive education workshop

Seminar on inclusive education

International Teachers Day; Deaf Teachers can Strive Beyond Being Mere classroom teachers

5th October each year marks the global teachers day. On a day like this, I wish all my colleagues a Happy International Teachers Day especially to all our Deaf teachers.
Teaching is a calling hence, We live to teach.
Let's make the profession a noble one and leave good image in our workplace and in the lives of our students by communicating, dressing and behaving professionally above all, let's be open to learn, unlearn and relearn to stay up-to-date with the changing world.
Let's not feel we have arrived hence, sit and fold hands on our chest.
Let's always find time in our various workplaces at least once a term to come together to discuss development issues and how we can contribute to the progress of the schools for the deaf.

Let's be each other's keeper and support one another so that the image of deaf teachers shall be lifted high at all times.
Above all, let's be guided by the profession's code of ethics in our daily interaction with our students and colleagues.
Moreover, we must strive to take leadership roles within our workplace by being HOD's, PTA Executives, SMC/Board members not just mere classroom teachers. If you can, invest in petty business, own plot of lands, buildings and securities, farm and cash crops and trees.

God bless you but as we work we should not be waiting for our rewards in heaven. That refrain of our employer and politicians is archaic. The work is on earth not heaven so the rewards should remain on earth but the one in heaven is a bonus.

On a day like this, teachers should be home but should not be celebrating farmers day as a holiday because that doesn't make sense.

I wish all a great day!!!.

Signed
GDTU Chairman.

https://educationghana.net/index.php/2020/10/03/just-in-unfavorable-curriculum-lack-of-tlms-major-causes-of-poor-bece-performance-of-deaf-candidatesforum/

JUST IN: Unfavorable Curriculum, Lack of TLMs major causes of Poor BECE Performance of 'deaf Candidates'-Forum The Ghana National Association of the Deaf (GNAD) in collaboration with the Ghana Deaf Teachers Union (GDTU) has identified the lack od Teaching and Learning

Summary of Ghana National Association of the Deaf (GNAD) in collaboration with the Ghana Deaf Teachers Union (GDTU) on the theme: Transforming Deaf education in Ghana: The role of professional Deaf Teachers

On 24th & 25th, the Ghana National Association of the Deaf organized a forum for members of the Ghana Deaf Teachers Association. The objective of the forum was to raise awareness among deaf teachers and deaf pupils about GNAD, GNAD’s advocacy work and to deepen collaboration between the GNAD and Ghana Deaf Teachers Union to advance advocacy and transform deaf education in Ghana.
The forum took the form of initial presentation by the President of GNAD, Mr. Matthew Kubachua, the Executive Director of GNAD and the National Secretary, Mr. Cosmos Wunkuah. The president took members of the GDTU through history of GNAD the advocacy work of the association and the achievements of the association so far and how the participation of GDTU in the advocacy work of the association is important in creating awareness about the identity of deaf children and inspiring confidence among deaf pupils. The National Secretary also took participants through GNAD’s expectations from the GDTU, their roles in advocacy and how they can help GNAD work to advance deaf people’s most basic human rights.
The forum provided a platform for GNAD/GDTU and other stakeholders to discuss pressing issues related to deaf education and how the education of the deaf can be transformed in Ghana. Series of panel discussions were held touching on various topics such as disparity in performance of deaf children compared to hearing children in selected subjects, factors accounting for the poor performance of deaf children in the BECE. It was observed that though the performance of deaf children in BECE has been considered to be low, this is subject specific and not a general issue and applies to some students instead of general deaf students. For example, the performance of deaf pupils in Mathematics have been seen to be of the same standard as that of hearing pupils and in some case even better. Also, the performance of deaf students in some other technical subjects have been seen to be the best. However, overall performance in English Language is considered low for most deaf pupils.
The forum concluded that the low performance of deaf pupils in the English Language is not a universal issue to all deaf pupils since some deaf pupils perform equally with hearing pupils and at times even far better. It was however agreed that this group is generally small.
During panellists’ discussions, panellists noted that though limited fluency in Ghanaian Sign Language is a key factor, this was seen to be very minimal. Factors such as late enrolment in school, limited reading among children, limited parental involvement in education of deaf children, weak language and vocabulary foundation, unfavourable curriculum, lack of TLM and school management especially allocation of subjects in schools for teachers all contributed to lower the performance of Deaf pupils in the BECE.
Two hotly discussed topics by panellists was whether in the face of low performance of deaf pupils in theoretical based subjects, special Examiners and Special Markers of deaf pupils’ examination scripts can address the missing gap. Also, if the system is to adopt equity, what should it be, how should it be done? These twos issues become even more relevant in view of the proposals by some stakeholders, some teachers and also recommendations by some students in their research works. Also unsettled was whether in the face of limited vocabulary, the special examiners address the missing link.
The forum identified that the current educational system may not be fair to deaf children especially these who are pre-lingual deaf. For example, while hearing children have all the language they need at home from 0-2year, deaf children do not get the same opportunity through no fault of theirs. They therefore lack the needed language environment. Also, while hearing children start school as early as 1year, deaf children are enrolled only after 4years by which time the stage of language development have passed. Some of the challenges were however seen to be beyond the control of even the most serious parents. For example, most deaf children are identified quite late and even where they are identified early, community perception about disability, doubt from parents all prevent early enrolment in school.
Stakeholders recommended review of policy guiding deaf education in Ghana. The forum calls for age of enrolment to be brought down to 2years with strong emphasis on language development at the KG level. The forum also suggests enhanced resources at the KG level with use of advance technology to build strong and robust language foundation.

http://opr.news/s38f30157200929en_gh?client=news

Transforming Deaf Education in Ghana: The role of professional Deaf Teachers. Transforming Deaf Education in Ghana: The role of professional Deaf Teachers. - Education - operanewsapp

https://www.ghanaweb.com/GhanaHomePage/NewsArchive/GNAD-urges-government-to-legalise-sign-language-1068898?channel=D2

GNAD urges government to legalise sign language The Ghana National Association of the Deaf (GNAD) has called on the government to legalise sign language in the perspective to bridge the communication gap between the deaf and the rest of the society.