Developing an Understanding of Parent–Teacher Partnerships in Schools for the Deaf in Ghana

Abstract

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.