Disability and theatrical non-inclusivity: an exploratory study of Cape Coast School for the deaf and blind

Abstract

The relationship between theatre and disability goes as far back as ancient Greece where dramatic writings of Greek dramatists included characters with disabilities. Africa has a complex and developing relationship between disability and theatre. The relationship between disability and theatre in Ghana is an emerging area of research. There are, however, a few studies that have looked into theatre and disability in Ghana. Whilst literature and other intellectual discourses on theatre for visually impaired persons and their integration into theatrical performances are growing in other jurisdictions it is nearly difficult to locate such literature and performances in Ghana and this study sought to address that intellectual and practice gap. Thematic analytical technique was employed in analysing data which was collected using the qualitative approach and two instruments (Semi-structured interviews and complete participant observation). Anchored on the social inclusion theory and critical disability theory the findings revealed how collaborations, training, funding, awareness creation, accessible technology and time management could break the barriers (absence of trained drama instructor, financial constraints, technical limitations, attitudinal barriers and time constraints) to inclusive theatre workshop for visually impaired students. Ultimately, the study contributes to the scholarship on inclusive theatre for visually impaired students. Based on the findings and the conclusions, I suggest that further research be carried out on the use of emerging technologies, such as virtual reality (VR) and haptic feedback systems, to enhance the theatre experience for visually impaired students