Assessment Strategies for Students with Hearing Impairments in an Inclusive TVET Tertiary Institution in Ghana

Hearing impairment poses significant challenges to students’ academic performances in tertiary institutions, particularly where assessment practices rely predominantly on written language. These challenges are most pronounced in inclusive educational environments, where uniform assessment methods often fail to address the specific needs of students with hearing impairments. A qualitative research design was used to examine the assessment strategies used by lecturers to support students with hearing impairments in a Technical and Vocational Education and Training (TVET) institution in Ghana. Using a census sampling approach, the study involved 20 students with hearing impairments and 10 lecturers of the Takoradi Technical University who participated in semi-structured interviews. The findings revealed that, despite institutional commitments to inclusive education, written examinations remain the dominant and often the sole form of assessment. As a result, few adaptations are made to accommodate the linguistic and communicative needs of hearing-impaired students. This heavy reliance on written assessments disadvantages these students, as differences in language structure and writing conventions impede their ability to interpret questions and articulate responses effectively, leading to unfavourable outcomes. It was concluded that inclusive assessment practices in TVET institutions remain limited in scope and unevenly implemented. It was recommended that the TVET Disability Policy should be fully operationalised. Disability support desks should be institutionalised across faculties; accessible assessment formats should be adopted. Additionally, examination questions should be designed using clear, concise, and straightforward language. These targeted reforms are essential to promoting fairness, equity, and academic success for students with hearing impairments in inclusive tertiary education settings.