ART EDUCATION FOR LEARNERS WITH SPECIAL EDUCATIONAL NEEDS: CASE STUDY OF VISUAL ARTEFACTS PRODUCED BY HEARING-IMPAIRED PUPILS OF TETTEH OCLOO STATE SCHOOL FOR THE DEAF

Authors

  • Nyamawero Navei PhD Student, Department of Music Education, University of Education, Winneba, Centra Region, Ghana
  • Samuel Yeboah Akyem Department of Visual Arts, Ngleshie Amanfrom Senior High School, Greater Accra Region, Ghana
  • Kwame Kyere Diabour PhD, Department of Art Education, University of Education, Winneba, Centra Region, Ghana

DOI:

https://doi.org/10.46827/ejse.v8i2.4210

Keywords:

arts education, hearing-impaired pupils, special educational needs, Tetteh Ocloo State School for the Deaf, visual artefacts

Abstract

Formal education becomes most authentic, inclusive, and learner-centred when Art is at its forefront. The Arts provide learners with authentic learning experiences that engage their minds, hearts, hands, and entire bodies. The general relevance of Art education for learners with special educational needs has been variously and solidly argued by previous studies. However, much is not known about the creative artefacts of learners with special educational needs. The focus of this qualitative case study was to artistically appreciate selected visual artefacts produced by hearing-impaired pupils of Tetteh Ocloo State School for the Deaf located at Adjei-Kojo, a suburb of Accra in Ghana. Adopting triangulation of instruments (semi-structured interviews, field observation & photography), the study gathered in-depth data from sixteen (16) purposively sampled respondents with findings analysed using qualitative descriptive tenets. The study ascertained that the Creative Arts subject is dedicatedly taught in Tetteh Ocloo State School for the Deaf by Art specialist teachers. As a result, the study observed that the hearing-impaired primary pupils of Tetteh Ocloo State School for the Deaf were able to produce intriguing Visual artefacts (ranging from drawings/painting, clay work & papercraft). Aesthetic appreciation of some of the artefacts revealed that the works represent the oral accounts of the pupils’ worldview of salient experiences in their immediate social and physical environments. It is recommended that the Art specialist teachers of Tetteh Ocloo State School for the Deaf should continue to teach the Creative Arts subject with dedication as this would nurture and inculcate the needed creative, innovative, and inventive skills onto the pupils for responsible adulthood.

 

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Author Biographies

  • Nyamawero Navei, PhD Student, Department of Music Education, University of Education, Winneba, Centra Region, Ghana

    Nyamawero Navei holds a Master of Philosophy degree in Art Education and currently pursuing PhD in Arts and Culture in University of Education, Winneba, Ghana. Navei is an Art Educator with practical research experience. He has published a number of research articles in peer reviewed local and international journals on Ceramics, Graphic Design, and African Arts and culture. Navei’s research also centres on the holistic examination of Visual Arts education for learners in regular, inclusive and special needs school settings. 

  • Samuel Yeboah Akyem, Department of Visual Arts, Ngleshie Amanfrom Senior High School, Greater Accra Region, Ghana

    Samuel Yeboah Akyem holds Higher National Diploma in Communication Design, B,Ed in Art Education and Master of Philosophy in Art Education. He is a senior member of the Department of Visual Arts in Ngleshie Amanfro Senior High School. Akyem currently serves as an Art Tutor of the College of distance Education, University of Cape Coast, Ghana.

  • Kwame Kyere Diabour, PhD, Department of Art Education, University of Education, Winneba, Centra Region, Ghana

    Kwame Kyere Diabour (PhD) is a faculty member in the Department of Art Education, University of Education, Winneba with over ten years of teaching and research experience. He believes in the potential of education through art as a bridging channel for teachers who handle learners that require special educational needs. He also has particular passion for progressive Art Education, cultural development and sustenance. He believes that the Arts are the panacea for meeting the educational needs of school going children in his country, Ghana.

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Published

2022-03-19

Issue

Vol. 8 No. 2 (2022)

Section

Articles

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