The deaf and graphic design education: figuring the challenges of the sign language interpreter.

This paper stems from preliminary observations of hearing-impaired students and interpreters at the Department of Graphic Design in the University of Education, Winneba. The study examines the challenges faced by the department's sign language interpreters with mixed backgrounds interpreting graphic design courses. The helper and facilitator models guide this study theoretically. Adopting a qualitative approach with a case study method, data is gathered from two interpreters through a face-to-face interview. Data is further analysed using thematic data analysis. With supportive pieces of evidence, some challenges faced by interpreters were identified. Interpreters without graphic design background were found to process some unqualified information; the lack of the adaptation of visual cues, unavailability of structured concepts for interpreter use, unavailability of note-takers, the lack of recognition of the hearing-impaired by some lecturers and fast-paced lecture delivery were also identified. However, the study recommends an initiative of lecturers inquiring about hearing-impaired students at lectures to affect pace of lecture delivery, the provision of note-takers, the addition of visual cues in lecture delivery, and the design for structured concepts to be used by the department due to the practicality of courses offered. Moreover, this improves the pace of lecture delivery in the practice of inclusive education.