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Few studies exist on the early care and education (ECE) of children who are deaf in low-to-middle-income countries, and none examine the roles of deaf adults in such provision. A research base is needed to inform contextually sensitive "deaf-infused" models of ECE in such contexts that build on indigenous deaf community experience, knowledge, and local expertise. This paper discusses the development of ECE in Ghana in sub-Saharan Africa focusing specifically on the perspectives of deaf adults on their roles in ECE support and leadership. Seventeen deaf adults with different leadership and advocacy roles in Ghana were interviewed about their perceptions of ECE priorities in this context, and the role of deaf adults in the development and delivery of early support. The participants expressed diverse views on ECE for the children and their families and suggested ways of building capacity and leadership among deaf adults to support ECE for the children and their families.

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.

Guided by Tinto's (1975) model of student retention or departure, this phenomenological study explored academic experiences of students who are deaf at the University of Education, Winneba (UEW), Ghana. Fourteen deaf students were purposively sampled from a population of 36 students. Data were gathered through a semi-structured interview. Data were coded and analyzed using thematic approach. Academically, participants indicated that they were usually assessed on content areas they are taught. They also added that assessment became challenging when Sign Language interpreters were not present at the examination halls. The study recommended that tertiary educational institutions that practice inclusion for deaf employ more Sign Language interpreters, and note-takers to help deaf students have equal access to the curricular and that this study be replicated elsewhere that would include more public tertiary educational institutions with larger number of participants.

This paper discusses historical and contemporary issues regarding communication approaches for educating Deaf and hard of hearing (DHH) children in Ghana. Discussion of the communication approaches took into account a brief historical background to the development of formal education for DHH children in the country, academic achievement of DHH students at West African Senior Secondary Certificate Examination (WASSCE) over the past ten years, types of communication approaches for the DHH in Ghana, as well as legislation and relevant policy documents on educating DHH children in Ghana. The paper recommends the sign communication approach and other strategies which the authors believe will aid Ghana achieve the Sustainable Development Goal 4 for all DHH individuals.