ARTICLE TEXT
DOI DOI: 10.38140/ijsie.v2i3.2179

Teachers’ adaptation of assessment practices for learners with hearing impairments in inclusive schools, Ketu South, Ghana

Christopher Yao Dewodo Dewodo1, Ambrose Agbetorwoka 2
  1. 1 St. Francis College of Education, Hohoe, Ghana
  2. 2 Akatsi College of Education, Akatsi, Ghana

Abstract

This study examined how teachers adapt assessment practices to meet the learning needs of students with hearing impairments in inclusive basic schools in Ghana. Guided by a qualitative phenomenological design, the research sought to capture teachers’ lived experiences of modifying assessment procedures within inclusive settings. Data were collected through document analysis, classroom observations, and semi-structured interviews with nine teachers purposively selected from six basic schools in the Ketu South Municipality, which are known for enrolling learners who are deaf or hard of hearing. Thematic analysis revealed that teachers implemented various adaptations, including extended assessment time, simplified instructions, and reduced written demands. However, the consistency and quality of these adaptations varied considerably. Some teachers demonstrated limited proficiency in sign language, tailoring question formats, and aligning assessment adjustments with individual learner needs. These gaps constrained equitable participation and threatened the validity of assessment outcomes for students with hearing impairments. The study highlights the importance of systematic professional development and sustained peer learning within the Ghana Education Service’s professional learning communities to enhance teachers’ competence in inclusive assessment. Strengthening teachers’ adaptive assessment capacity is essential for promoting fairness, accessibility, and equity in inclusive education.

How to Cite

Dewodo, C. Y. D., & Agbetorwoka , A. . (2025). Teachers’ adaptation of assessment practices for learners with hearing impairments in inclusive schools, Ketu South, Ghana. International Journal of Studies in Inclusive Education, 2(3), 23–29. https://doi.org/10.38140/ijsie.v2i3.2179
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