I am a postgraduate researcher in the School of Education researching the role of interpreting in the inclusion of deaf students in tertiary education in Ghana. Before my studies, I was a teacher of the deaf and a sign language interpreter at the various levels of education in Ghana. I have a bachelors degree in Special Education (hearing impaired) and Mathematics and a masters degree in Special Education.
In the School of Education, I work as a project officer for a British Academy Global Challenges Research Funded project that seeks to examine early education for young deaf children and their caregivers in Ghana. I have served as a students' rep on various committees at the school and faculty levels. I have also worked as a teaching assistant.
I have interest in developing an understanding of deaf children's language and how that influences their learning. Part of my works also focuses on the role of interpreting in facilitating inclusion for deaf students.
I am also involved in investigating suicidal and bullying behaviours among deaf adolescents in Ghana and I am also interested in researching the mental health and wellbeing of deaf children and adolescents.
Fobi, D. & Oppong, A. M. (2019). Communication approaches for educating deaf and hard of hearing (DHH) children in Ghana: historical and contemporary issues. Deafness & Education International, 21(4)195-209 DOI: 10.1080/14643154.2018.1481594
Fobi, D., & Oppong, A. M. (2015). Approaches to Learning among Deaf Students at the University of Education, Winneba. International Journal of Applied Research and Studies, 4(9), 1-13. doi: 10.20908/ijars.v4i9.10729
Fobi, D., Oppong, A. M., Agbosu, E. E., & Adu, J. (2017). Gender differences in the adoption of learning approaches among students who are deaf. Special Education Research, Policy & Practice, 1 (1), 76-84
Kubanyiova, M., Sahakyan, T., Kuchah, H., Aliaga-Salas, L., Donohue, N., Dearden, L., Hossein, R., Grassick, L., Bruzzano, C. & Fobi, D. (2020). Language teachers’ lives in global lockdown: Voices from around the world. . https://cler.leeds.ac.uk/language-teacher-lives-in-global-lockdown/
Oppong, A. M., Adu, J. & Fobi, D. (September, 2017). Social experiences of deaf students at the University of Education, Winneba, National Association of Special Education Teachers' Special Educator e-Journal, 18-33
Oppong, A. M., Adu, J. Fobi, D. & Acheampong, E. K. (2018). Academic experiences of deaf students at the University of Education, Winneba, Ghana. Journal of the American Academy of Special Education Professionals, 13 (1), 66-81
Oppong, A. M., & Fobi, D. (2016). Gender Difference in Mathematics Achievement of Deaf Students of Ashanti School for the Deaf, Ghana. International Journal of Humanities and Social Studies, 2(1), 1-16. doi: 10.20908/ijarsijhss.v2i1.10733
Oppong, A. M., Fobi, D., & Fobi, J. (2016). Deaf students’ perceptions about quality of sign language interpreting services. International Journal of Educational Leadership, 7(1), 63-72
Oppong, A. M. & Fobi, D. (2019). Deaf Education in Ghana. In Knoors, H., Brons, M. & Marschark, M. Deaf Education beyond the Western World – Context, Challenges and Prospects for Agenda 2030. Pp 53-72. New York: Oxford University Press. doi: 10.1093/oso/9780190880514.003.0004
Maroney, E., Fobi, D., Puhlman, B., and Buadee, C. M. (2020). Interpreting in Ghana. In D. Hunt & E. Shaw (eds.), The Second International Symposium on Signed Language Interpretation and Translation Research. Washington, DC: Gallaudet University Press. Pp.20-35
Swanwick, R., Oppong, A. M., Offei, Y. N., Fobi, D., Appau, O., Fobi, J., & Mantey, F. (2020). The impact of the Covid-19 pandemic on deaf people, children, and their families in Ghana. Journal of the British Academy, 8, 141–165. DOI https://doi.org/10.5871/jba/008.141
- MPhil Special Education
- BEd Special Education (hearing impaired) and Mathematics