Fobi, Daniel
3 Publications in AERD
Author Publications
Export PDFEducational inclusion of deaf children: current policy, practices, and future possibilities
By Oppong, Alexander M.
This paper examines policies and practices of inclusive education for young deaf children in Ghana. Though existing Government policy promotes the principles and implementation of educational inclusion of all children in Ghana, caregivers often encounter significant challenges ensuring access to early years’ education for their deaf children. We used Bronfenbrenner’s (2005) bioecological systems theory and interviewed 15 educators of deaf children and 9 hearing-health clinicians, to capture different knowledge, experience, and perspectives on policy, practice, and inclusive approaches to deaf children’s education. We ask: (a) How do teachers, clinicians, and caregivers connect to promote early childhood care education (ECCE) for young deaf preschoolers in Ghana? and (b) What resources and precarities are available to educators of deaf children and hearing-health clinicians in sustaining inclusive educational practices across urban and rural contexts in Ghana? We address these unanswered questions about the potential pathway to bring about changes in policy and practice in promoting successful inclusive education for deaf children in Ghana. Implications for national and international policy and practice of ECCE for deaf children are discussed and recommendations are made. © The Author(s) 2023. Published by Oxford University Press. All rights reserved.
Developing an Understanding of Parent–Teacher Partnerships in Schools for the Deaf in Ghana
By Honu-Mensah, Cyril Mawuli
This study examined the nature of partnerships that exist between parents and teachers, the attributes that influence these partnerships, 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 and had one-to-one interviews with 13 parents. Participants described the partnerships as implicit and also indicated that the major associated attributes which affect their partnerships were parents’ and teachers’ role construction, neglect, sociocultural influences, and technology. The study suggested home visits, proactive outreaches, parent-teacher conferences, training, use of technology and instituting reward systems for parents and teachers who show dedication as ways of enhancing partnerships in schools for the deaf. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
Bullying Victimisation Among Deaf Adolescents: A School-Based Self-Report Survey in Ghana
By Fobi, Daniel
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 the data showed the overall 12-month prevalence estimate of bullying victimisation to be 55 · 1% (95% confidence interval [CI]: 50%–60%), but the estimates were comparable between females (52 · 0%) and males (57 · 0%). Whereas deaf adolescents with schoolwork problems were likely to report bullying victimisation, most of the key factors associated with bullying victimisation were adverse social events–break-up, conflict with friends, and parental divorce. These findings underscore the need for further studies, and school-based intervention and prevention efforts. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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