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Level 2 · National Proficiency II · CTVET formatTrainee Manual

Sign Language, Braille and Assistive Technology Level 2

Go from first signs to real conversations, from braille letters to a brailler, and from a talking phone to accessible documents, meetings and services. Still learned beside deaf and blind teachers.

Sign language, braille and assistive technology A bright community room. On the left, a deaf teacher and a learner face each other and sign, their hands raised in front of their chests. In the middle, a large braille cell with six dots, three of them raised, stands above a table holding a metal slate with a stylus and a sheet of dotted braille paper. On the right, a person with a long white cane walks beside a guide who offers an arm, and a phone shows sound waves for a screen reader next to a small behind-the-ear hearing aid. SIGN · TOUCH · LISTEN · INCLUDE
Trainee name
Training centre
Start date
Group
Prepared by De-Graft Afful · Version 1.0.0 · October 2026
01

About this module

At Level 1 you learned to say hello. At Level 2 you learn to hold a conversation, to write braille that others can read, and to make information reach everyone.

Who it is for. People who have finished Level 1, or who can show the same skills: family members of deaf and blind people, church and community volunteers, front-desk and shop workers, teachers' aides, and persons with disabilities who want to support others. National Proficiency II builds on National Proficiency I in Ghana's TVET framework.

CTVET status. CTVET's list of approved programmes does not name a sign language, braille or assistive technology programme. This module is not a CTVET curriculum.

Still learned with a deaf teacher. No book can teach Ghanaian Sign Language. Unit 1 must be taught by a deaf teacher who signs fluently. This book gives you the structure, the practice routines and the questions to ask; the signs come from your teacher and the Deaf community.

Bridge from Level 1: what you already know

  • Respectful words; the four steps for offering help; the basics of Act 715
  • Where GSL came from; the five parts of a sign; Deaf etiquette
  • Fingerspelling your name; about 50 everyday signs in your sign log
  • The braille cell, all 26 letters, the number sign and the capital sign; writing your name on a slate
  • The sighted-guide grip; white cane types; clock-position descriptions; large print
  • TalkBack, phone magnification, hearing aid daily care and battery change; cane and crutch checks
  • Your limits: no interpreting, no fitting of devices

Level 1 left out real conversations, interpreters, the brailler, contractions, computers, captions, accessible documents and meetings. Level 2 covers these.

How the module works

Each unit has learning outcomes, performance criteria, the range and the evidence your assessor needs. You are judged Competent or Not Yet Competent. About 70% of the time is practical, following CTVET's Oil Palm programme split of about 30% school and 70% workplace. Every unit ends with a practical, homework and Check yourself questions.

02

Unit 1 · Conversation in Ghanaian Sign Language

Signs are words. Conversation is grammar, face, space and turn-taking. Your deaf teacher is the only one who can show you that.

Competency standard

Learning outcome Performance criteria — the trainee…
1.1 Ask and answer questions asks yes/no and "wh" questions with the correct face, as judged by the deaf teacher
1.2 Use numbers, time and money signs numbers, days, times and prices in a market role play
1.3 Hold a short conversation holds a 5-minute conversation on family, work and daily life
1.4 Repair misunderstandings asks for repeats and checks understanding politely
1.5 Extend the sign log adds 150 signs with memory notes checked by the deaf teacher

Range. Classroom with the deaf teacher; one Deaf community event (with permission). Evidence. Recorded conversation (with consent) judged by the deaf teacher; sign log.

What makes a conversation

  • Sign languages have their own grammar, and the face and body are often part of that grammar.
  • In ASL, the language GSL comes from, you lower (furrow) your eyebrows for "wh" questions (what, where, who, why) and raise your eyebrows at the end of yes/no questions. Ask your deaf teacher whether GSL does the same; record the answer.
  • Pointing with the index finger is used for "he", "she", "it", "this" and "you": if the person is present, just point at them.
  • Deaf people value detailed information; for example, explaining why you arrive late or leave early is polite.

GSL is not English on the hands. Do not sign word by word in English order. Sign languages usually have grammar unlike the spoken language around them. Copy your teacher's order, not English order.

Topic sets to learn with your teacher

Learn each set from the deaf teacher, write memory notes (five parts), then practise in pairs.

Set Signs to learn
Questions what, where, who, when, why, how, how much, which
Numbers 1–20, tens to 100, hundreds, thousands
Time today, yesterday, tomorrow, morning, afternoon, evening, days of the week, months, "what time?"
Money cedi, pesewa, price, cheap, expensive, pay, change, MoMo
Family mother, father, sister, brother, child, husband, wife, grandparent
Work work, job, trade names (tailor, carpenter, farmer, trader), boss, learn
Health sick, pain, hospital, doctor, nurse, medicine, pregnant, emergency
Feelings happy, sad, angry, tired, worried, good, bad
Places Takoradi, Sekondi, market, lorry station, church, mosque, bank, school
Ghana names regions, towns and common foods (ask: some are fingerspelled, some have local signs)

Practice routine for a conversation

  1. Plan three questions you want to ask, and the answers you expect.
  2. Open politely: greet, introduce yourself, say you are learning.
  3. Ask one question at a time, with the correct face.
  4. Watch the whole answer; do not look at your notes while they sign.
  5. Check what you understood: sign it back briefly ("you live in Kojokrom, yes?").
  6. Repair: if you do not understand, ask for a repeat, ask them to sign slower, or ask them to fingerspell the word.
  7. Close: thank them, and say goodbye properly. Do not just walk away.

Common mistakes and fixes

Mistake Fix
Blank face while signing a question Practise in a mirror; the face carries the question
Signing English word order Copy the deaf teacher's order
Nodding as if you understood when you did not Ask for a repeat; nodding gives false information
Looking at your hands Look at the other person's face
Talking to a hearing person in voice while the deaf person waits Keep everyone included; sign or explain what was said

Numbers and money in a market role play

  1. The "seller" (deaf teacher or classmate) shows goods with prices.
  2. The "buyer" asks the price, bargains once, agrees, and pays (play money).
  3. Both check the change aloud in sign.
  4. Swap roles.

Know your limit. Even after this unit, you are a learner of GSL, not an interpreter. For health, police, court, bank loans, exams and legal papers, a trained interpreter is needed (Unit 2).

Five-minute conversation

  1. With the deaf teacher, hold a 5-minute conversation on your family, your work and your town. Record it with consent.
  2. The deaf teacher marks: face grammar, clarity, turn-taking, repairs, closing.
  3. Do the market role play with numbers and money.
  4. Show your sign log with 150 checked signs.

Deaf community visit

With your teacher's help and the community's permission, attend one Deaf community event (church service, association meeting or social). Greet three people in sign. Write what you learned about the culture, not about any person.

Check yourself

  1. In ASL, what do your eyebrows do in a "wh" question and in a yes/no question?
  2. Name three ways to repair a misunderstanding.
  3. When must you refuse to act as interpreter?
03

Unit 2 · Working with interpreters and public services

An interpreter is a professional bridge. Book them early, set the room, speak to the deaf person, and let the interpreter do the job.

Competency standard

Learning outcome Performance criteria — the trainee…
2.1 Know when an interpreter is needed lists situations that need a trained interpreter
2.2 Book an interpreter prepares a booking with date, time, place, topic and materials
2.3 Set up the room places the interpreter, deaf person and speaker for clear sight lines and light
2.4 Work with the interpreter speaks to the deaf person, at a normal pace, one speaker at a time
2.5 Cost the service budgets an interpreter for a meeting

Range. A meeting role play; a clinic or bank visit role play. Evidence. Booking form; room plan; observation.

Why interpreters matter in Ghana

  • Professional interpreters are scarce, costly and hard to reach, with no proper database or formal structure to manage them.
  • In a 2019 study, one interpreter said they charged GH¢200 an hour, negotiable for long jobs. Ask for current rates; this figure is old.
  • The University of Cape Coast and the University of Education, Winneba were reported to be the only places offering a two-year Diploma in Sign Language Interpretation.
  • A National Association of Sign Language Interpreters (NASLI) exists and worked with GNAD on the 2021 Sign Language Day.
  • Many hospitals have no interpreters.

When to book a trained interpreter

  • Health: hospital, clinic, pharmacy, mental health, family planning
  • Legal and police: statements, court, land and family matters
  • Money: bank loans, MoMo disputes, contracts, insurance
  • Education: exams, school meetings about a child, training courses
  • Work: job interviews, disciplinary meetings
  • Any meeting where a wrong word could harm the deaf person

Do not use family or friends to interpret these matters. Course rule: they may not be skilled enough, and they may not be neutral. Children must never interpret for their parents in serious matters.

Booking an interpreter: step by step

  1. Ask the deaf person first: do they want an interpreter, and do they have one they trust?
  2. Book early, through GNAD, NASLI or a known interpreter.
  3. Give details: date, start and end time, place, topic, number of people, and whether there will be slides or videos.
  4. Send materials early: agenda, slides, names and technical words.
  5. Agree the fee and payment in writing, including transport and waiting time.
  6. For long events, book two interpreters who take turns.
  7. Confirm one day before.

Setting up the room

  1. The deaf person needs a clear line of sight to the speaker, the interpreter and any slides.
  2. Place the interpreter near the speaker, with light on the interpreter's face and hands. If the room is darkened for slides, keep a light on the interpreter.
  3. Give the deaf person a front seat. Keep the background behind the interpreter plain if you can.

During the meeting

Do Because
Speak directly to the deaf person, not "tell her …" The deaf person is the one you are talking to
Speak clearly at a normal pace The interpreter will ask you to slow down if needed
Allow one speaker at a time; ask people to raise hands The interpreter cannot sign two voices at once
Repeat questions from the back of the room The interpreter may not hear them
Pause after slides and handouts so the deaf person can read, then watch you They cannot read and watch the interpreter at the same time
Remember the interpreter signs everything said and voices everything signed Do not say anything you do not want interpreted

Confidentiality. Course rule: treat everything said through an interpreter as private. If you are helping, do not repeat it outside.

Budget an interpreter (example rates)

A church plans a 3-hour workshop for deaf members. Use the 2019 reported rate of GH¢200 an hour as an example. Two interpreters are booked so they can take turns. Each also gets GH¢50 transport (example). What is the total cost? If the church shares the cost among 25 members of the parish council equally, what does each pay?

Book, set and run

  1. Fill in a booking form for an interpreter for a clinic visit role play.
  2. Draw a room plan for a 20-person meeting with one deaf participant and slides.
  3. Role-play a bank visit: a "deaf customer", an "interpreter" (the deaf teacher's chosen interpreter, or the teacher acting), and you as the bank officer. Speak to the customer, not the interpreter.

Interpreter list

Find out how to reach GNAD, NASLI or an interpreter who serves the Western Region. Write the steps to book, the notice they need and their fee (if they will share it).

Check yourself

  1. Name four situations that need a trained interpreter.
  2. Who do you look at and speak to: the interpreter or the deaf person?
  3. Why should you pause after showing a slide?
04

Unit 3 · Writing braille: the Perkins brailler and first contractions

The slate is the pencil of braille; the brailler is the typewriter. Both need clean, accurate dots.

Competency standard

Learning outcome Performance criteria — the trainee…
3.1 Load and use a brailler loads paper, sets margins, brailles and line-spaces correctly
3.2 Care for a brailler covers, cleans and handles the brailler correctly
3.3 Use punctuation and capitals writes a short paragraph with capitals, numbers, commas and full stops
3.4 Use first contractions uses the alphabetic wordsigns and the five strong contractions
3.5 Proofread finds and corrects errors in a brailled page with a braille reader

Range. Perkins brailler; slate and stylus; short texts. Evidence. Brailled page checked by a braille reader; care checklist.

The Perkins brailler

The Perkins Brailler was designed by David Abraham and first sold in 1951; over 375,000 had been made by 2024.

The keys

Far left Left of space bar Centre Right of space bar Far right
Line spacing key dot 3 · dot 2 · dot 1 Space bar dot 4 · dot 5 · dot 6 Backspace

Use the three middle fingers of each hand: left index on dot 1, left middle on dot 2, left ring on dot 3; right index on dot 4, right middle on dot 5, right ring on dot 6. Press all the dots of one cell at the same time. Unlike the slate, the brailler writes the right way round: no mirror.

Loading paper: step by step

  1. Move the carriage fully to the left, and set the left margin stop.
  2. Pull the paper release levers towards you.
  3. Turn the paper feed knobs slightly towards you, then away from you until they stop.
  4. Slide the heavy braille paper under the embossing head and between the rollers, about half an inch (about 1 cm).
  5. Push the release levers away from you to clamp the paper.
  6. Turn the knobs towards you until the paper is fully rolled in.
  7. Press the line spacing key once. You are ready to braille.

Caring for the brailler

  • Keep it covered when not in use: dust mixes with oil into a paste that wears the machine.
  • Do not slam the carriage lever to the left; this can damage the embossing head.
  • Close tolerances mean dirt builds up; the machine needs periodic cleaning and adjustment by a trained person.
  • Carry it with both hands by its handle; never by the paper or the carriage.

Braillers are rare and precious. Schools are short of braille writers and paper. Treat a borrowed brailler with great care, return it clean and covered, and report any fault at once.

Capitals, numbers and punctuation

  • Capital sign: dot 6 before the letter.
  • Number sign: dots 3-4-5-6, then a–j for 1–0.
  • Full stop: dots 2-5-6; comma: dot 2.
  • Other punctuation (question mark, brackets, quotes) follows Unified English Braille: learn them from your braille teacher and a UEB card. Ghana's Blind Union promotes UEB.

First contractions (Grade 2)

Grade 2 braille uses contractions to save space. Start with these.

Alphabetic wordsigns. A letter standing alone, as a whole word, means a word.

Letter Word Letter Word Letter Word
b but j just r rather
c can k knowledge s so
d do l like t that
e every m more u us
f from n not v very
g go p people w will
h have q quite x it
y you
z as

Five strong contractions. Dot numbers are read from the braille characters shown in the source.

Word Dots
and 1-2-3-4-6
for 1-2-3-4-5-6 (all six)
of 1-2-3-5-6
the 2-3-4-6
with 2-3-4-5-6

So "you can do it" in Grade 2 can be written as four cells: y, c, d, x, with spaces between.

Check with a braille reader. Contraction rules have many details (for example, when a wordsign may not be used). Your braille teacher's ruling, using current UEB, is final.

Proofreading steps

  1. Read the brailled page by touch, line by line, against the print copy.
  2. Mark each error lightly with a pencil tick on the print copy, not on the braille.
  3. Common errors: wrong dot (for example e and i), missing capital sign, missing number sign, extra space.
  4. To correct on the brailler: backspace and flatten wrong dots with a dot eraser (if your braille teacher shows you how), or re-braille the line.
  5. A blind braille reader gives the final check.

Fit on a line

A slate for normal paper has 28 cells on a row. The sentence "you can do it" in Grade 1 needs one cell per letter plus a space between words. How many cells does it take in Grade 1? How many in Grade 2 (y, c, d, x with spaces)? How many cells are saved? How many times could the Grade 2 version fit on one 28-cell row (with one space between repeats)?

Braille a notice

  1. Load paper on the brailler and braille your full name and address with capitals and numbers.
  2. Braille a five-line notice in Grade 1, then the same notice using the wordsigns and the five strong contractions.
  3. Proofread it with a braille reader and correct the errors.
  4. Clean, cover and return the brailler; fill in the care checklist.

Daily braille

Read one braille card or page every day for two weeks, and keep a list of contractions you meet. Ask your braille teacher about any you do not know.

Check yourself

  1. Which keys are to the left of the brailler's space bar?
  2. What does the letter "x" mean when it stands alone as a word in Grade 2?
  3. Why must a brailler be kept covered?
05

Unit 4 · Low vision, orientation and guiding in busy places

Most people with sight loss can still see something. Find out what they can see, and use it.

Competency standard

Learning outcome Performance criteria — the trainee…
4.1 Support low vision asks about the person's useful sight and adjusts light, size and contrast
4.2 Refer for low vision services names where low vision assessment is offered and how to refer
4.3 Guide in busy places guides safely through crowds, stairs, a vehicle and a market
4.4 Orient to a new place describes and walks a person through a new room so they can move alone

Range. Training centre; a lorry station or market (with a partner); a vehicle. Evidence. Guiding observation; orientation description; referral note.

Low vision: ask, then adjust

  1. Ask: "What can you see best? What helps you?" Some see the centre, some only the sides; some need more light, some less.
  2. Light: good, even light on the task; no glare from windows or shiny paper.
  3. Size: large print of at least 16 point, or phone magnification.
  4. Contrast: black on white, white on black, or yellow on black; mark step edges and switches with a bright colour.
  5. Distance: let them hold things close; that does not damage the eyes.

Where low vision services are

A 2026 national directory lists low vision assessment and training at hospitals and centres including 37 Military Hospital, Korle-Bu, Komfo Anokye Teaching Hospital, the GBU Accra Rehabilitation Centre and the University of Cape Coast; it lists none in the Western Region. Some facilities prefer or require a referral letter.

How to help someone get a referral

  1. Encourage an eye examination at the nearest hospital eye clinic.
  2. Ask the eye clinic to write a referral letter for low vision assessment.
  3. Help plan the trip (Cape Coast or Accra), including transport and a guide.
  4. Keep copies of the letter and results for the person.

Guiding in busy places

Start from the Level 1 sighted-guide grip. Then:

Place What to do
Crowds and markets Walk slower; narrow your shape (arm behind your back) through gaps; warn of low stalls, gutters and wet ground
Stairs Stop at the edge; say "up" or "down" and roughly how many; let the person find the rail; pause at the top and bottom
Crossing a road Stop at the kerb, wait for a clear gap, cross straight, never run; tell drivers to wait
Getting into a taxi or trotro Place their hand on the door frame and the seat; say which way the vehicle faces; let them sit themselves
Toilets Describe the layout at the door; let them go in alone if they wish
Hand-over Never leave them in open space; bring them to a wall, seat or person (Level 1)

Orientation to a new room: steps

  1. Start at the door. Say what the room is and its rough size.
  2. Walk the walls together, naming each thing in order: "On your right, a table; then a window; then the corner."
  3. Use clock directions from the door, and steps or arm-lengths for distance.
  4. Point out dangers first: steps, low beams, open drains outside, hot stoves.
  5. Let the person try alone while you watch quietly.
  6. Keep things in the same place, and tell the person when anything moves.

Do not move a blind person's things. Moving a chair, a cup or a bag without saying so can cause a fall or a lost item.

Out and about

  1. With a blindfolded partner (or a blind co-teacher leading the exercise), guide through a crowd, up and down stairs, into a vehicle, and across a quiet road.
  2. Orient your partner to a new room, then watch them find three things alone.
  3. Write a referral note for a person with low vision asking an eye clinic for low vision assessment.

Contrast check

Find five places at home, at church or at work where better light or contrast would help a person with low vision (for example, step edges, switches, signs). Suggest a cheap fix for each.

Check yourself

  1. Name the four things you can adjust for a person with low vision.
  2. Where in the 2026 directory are the low vision services nearest to the Western Region?
  3. What are the first two steps of orienting someone to a new room?
06

Unit 5 · Assistive technology at work: computers, captions and care

A blind person with a screen reader and a deaf person with captions can do most office and phone work. Your job is to set it up and teach it.

Competency standard

Learning outcome Performance criteria — the trainee…
5.1 Install and use NVDA installs NVDA and uses the basic commands
5.2 Teach TalkBack teaches a new user the main TalkBack gestures and how to turn it off
5.3 Set up live captions sets up Live Transcribe and uses it in a conversation
5.4 Troubleshoot a hearing aid follows a troubleshooting chart and refers when needed
5.5 Keep records keeps a device support record for each person helped

Range. Windows laptop; Android phones; demonstration hearing aid. Evidence. Observation; device support records.

NVDA: a free screen reader for Windows

  • NVDA (NonVisual Desktop Access) is a free, open-source screen reader for Windows, made by the charity NV Access; it speaks over 55 languages and works with many braille displays.
  • It needs 64-bit Windows 10 or 11 and about 150 MB of space; it can also run from a USB stick without installing.
  • Download it only from nvaccess.org/download.

First commands

Do this Keys
Start NVDA Control + Alt + N
Stop speech Control
NVDA menu NVDA + N (the NVDA key is Insert, or Caps Lock if you set it)
Read from here onwards NVDA + Down Arrow (desktop layout)
Exit NVDA NVDA + Q, then Enter
On a web page: next heading, link, form field, table H, K, F, T (add Shift to go back)

Steps to install

  1. On a computer with internet, open nvaccess.org/download and download NVDA.
  2. Run the file; choose Install (or create a portable copy).
  3. Tick "use NVDA during sign-in" only if the user wants it.
  4. Plug in headphones so the user can work privately.
  5. Teach Control (stop speech) first, then reading, then web headings.

Teaching TalkBack well

  1. Teach the off switch first: Settings → Accessibility → TalkBack, or the volume-key shortcut.
  2. Run the built-in tutorial together.
  3. Practise: touch to hear, double-tap to open, swipe right for next, two-finger drag to scroll.
  4. Practise the user's real tasks: calls, WhatsApp voice notes, MoMo menus.
  5. Let the user hold the phone. Do not take it from them to "do it quickly".

Live captions for deaf and hard-of-hearing people

Live Transcribe on Android shows speech and some sounds as text on the screen; some languages can be downloaded to work offline.

  1. Install or open Live Transcribe (on some phones: Settings → Accessibility → Live Transcribe).
  2. Set the main language (for example English).
  3. Download the language for offline use if the phone allows.
  4. Place the phone between the speakers; speak one at a time, clearly.
  5. Check the text for errors on names and Ghanaian words; captions are a help, not a perfect record.

Captions do not replace interpreters. Many deaf people's first language is GSL, not written English, and captions make mistakes. Offer captions as a choice, not as a reason to skip an interpreter.

Hearing aid troubleshooting chart

Problem Check If not fixed
No sound Is it switched on? Is the battery new, the right size and the right way up? Is the sound outlet blocked with wax? Refer to the audiologist
Weak sound Change the battery; clean wax; dry the aid Refer
Whistling Is the aid or earmould pushed in fully? Wax in the ear? Poor fit or wax often causes whistling Refer (fit or wax removal)
Crackling or cutting out Moisture? Dry it overnight in a dry container; keep away from heat Refer
Sore ear Stop wearing it Refer at once; do not adjust or file the earmould yourself

Never open the case, adjust settings, or put oil, water or spray on a hearing aid.

Device support record

Keep one record per person (with their consent):

Date Device Problem What I did Referred to Follow-up
(example) 3 Nov Phone (Android) Could not turn off TalkBack Taught volume shortcut — Check in 1 week

Set up three tools

  1. Install NVDA on a laptop and teach a blindfolded partner to stop speech, read a document and move by headings on a web page.
  2. Teach a new user TalkBack, starting with the off switch.
  3. Set up Live Transcribe and hold a 3-minute conversation using it.
  4. Work through the hearing aid troubleshooting chart on a demonstration aid; fill in a device support record.

Teach one person

Teach one person in your community (with permission) to use one accessibility feature on their phone. Write a device support record.

Check yourself

  1. Which key stops NVDA speaking?
  2. What should you teach first in TalkBack, and why?
  3. Why are captions not a replacement for an interpreter?
07

Unit 6 · Inclusive communication: documents, meetings and the community

Inclusion is planned. A document with headings, a meeting with an interpreter and a WhatsApp message with words as well as a voice note reach far more people.

Competency standard

Learning outcome Performance criteria — the trainee…
6.1 Make an accessible document uses headings, alt text, clear links, simple tables and readable fonts, and runs the checker
6.2 Plan an accessible meeting plans access for deaf, blind, low-vision and wheelchair-using participants
6.3 Share messages in several formats sends key information in text, audio, large print and (with a signer) video
6.4 Explain accessible copies explains in simple words what the Marrakesh Treaty allows

Range. A community notice; a 20-person meeting plan. Evidence. Accessible document file; meeting plan; message set.

Accessible documents: step by step

  1. Use the built-in heading styles (Title, Heading 1, Heading 2) in order; do not just make text bold.
  2. Add alt text to every picture: say what matters in it briefly, without "an image of".
  3. Write link text that says where it goes, not "click here".
  4. Use simple tables with a header row and no merged cells, or use lists instead.
  5. Keep key information out of headers and footers; screen readers may skip them.
  6. Do not use colour alone to show meaning; use words or symbols too.
  7. Use a plain sans-serif font (Arial, Calibri); avoid ALL CAPS and lots of italics.
  8. Run Review → Check Accessibility and fix what it finds.

Then make the large-print copy (16 point or more) and, if needed, the braille copy (Unit 3).

Plain words

  • Short sentences: one idea each
  • Everyday words; explain any hard word
  • The main point first: what, when, where, who, cost
  • Numbers as digits (GH¢20, 9 am, 14 November)

Planning an accessible meeting: checklist

  • Ask in the invitation: "Do you need an interpreter, large print, braille, a guide or step-free access?"
  • Book interpreters early (Unit 2); send materials ahead
  • Step-free entrance and toilet; space for wheelchairs in rows, not only at the back
  • Good light on speakers and the interpreter; no bright window behind them
  • One speaker at a time; read out everything on slides; describe pictures
  • Large-print and braille copies of the agenda; electronic copies by WhatsApp before the meeting
  • A named person to meet and guide blind participants at the gate
  • Breaks for interpreters and participants
  • Evacuation plan that includes everyone; tell deaf participants how alarms will be shown

Messages in several formats

For church, school, Assembly or group notices:

  1. Text (WhatsApp or SMS): screen readers read text aloud; deaf people read it.
  2. Voice note with the same words: for people who cannot read print.
  3. Large print poster at the venue.
  4. Short sign-language video made by a deaf signer (never by a learner), with captions.
  5. Braille copies for people who read braille.

Never send only a picture of text: screen readers cannot read it unless you add the words.

Accessible copies and the law

  • The Marrakesh Treaty requires member countries to allow copyright exceptions so that published works can be made into accessible formats (such as braille, large print and audio) for blind, visually impaired and other print-disabled people, and shared across borders by authorised non-profit bodies.
  • Ghana signed the Marrakesh Treaty on 28 June 2013 and ratified it on 11 May 2018; it came into force for Ghana on 11 August 2018.
  • How Ghana's own copyright law applies the treaty, and which bodies are "authorised entities" in Ghana, was not verified. Before copying a book into braille for others, ask the GBU or the Ghana Copyright Office.

Make it reach everyone

  1. Turn a one-page community notice into an accessible Word document (headings, alt text, checker run), then a large-print copy.
  2. Plan an accessible 20-person meeting using the checklist; include a budget line for interpreters.
  3. Send the notice as text plus a voice note to a practice WhatsApp group.

Audit a notice

Collect one public notice (church, school, Assembly or clinic). List what makes it hard for a blind, low-vision or deaf person. Rewrite it in plain words.

Check yourself

  1. Why should you not send only a picture of a notice on WhatsApp?
  2. Name three things the Accessibility Checker can find.
  3. What does the Marrakesh Treaty allow, in one sentence?
08

Unit 7 · Your location, business and marketing

Level 2 skills can pay: accessible documents, phone and computer setup, battery and care services, and organising classes with deaf and blind teachers.

Competency standard

Learning outcome Performance criteria — the trainee…
7.1 Choose a service chooses a Level 2 service and states its limits
7.2 Cost and price costs a service, sets a price and works out profit for a month
7.3 Market yourself sets up WhatsApp Business and a referral network
7.4 Include everyone plans roles and access for deaf and blind partners and customers

Range. The trainee's own plan. Evidence. Costing; one-month plan; marketing plan.

Location settings that give good returns

  • Near hospitals, eye and ENT clinics: people leave with new devices and need help using them
  • Near schools and churches with deaf or blind members
  • Business areas in Takoradi and Sekondi where offices need accessible documents
  • Near the Assembly: its disability fund now favours devices, skills and business capital, so new device users appear
  • A step-free, well-lit stand or office with seating and a quiet corner for screen-reader lessons

Business ideas and ingenuity (Level 2 limits)

  • Accessible documents service: churches, schools, NGOs and businesses pay for accessible Word files and large print
  • Device setup and teaching: TalkBack, NVDA, magnification and captions, in sessions
  • Hearing aid care point: genuine batteries, wax brushes, drying containers, care lessons, troubleshooting by the chart, and referral to audiologists
  • Class organiser: sign-language classes taught by deaf teachers, braille classes taught by blind teachers, for families, nurses, bank staff and teachers
  • Accessible event support: run the access checklist for weddings, funerals and church events; book interpreters
  • Braille labelling with a slate or brailler for homes, offices and shops

Limits. At Level 2 you still do not interpret, transcribe whole books for sale, fit hearing aids, or test eyes or ears. Copying books into braille for others raises copyright questions (Unit 6).

One month of services (all figures are examples)

In one month you do: 20 phone or computer setup sessions at GH¢40 each; 6 accessible documents at GH¢120 each; battery sales of 30 packs bought at GH¢25 and sold at GH¢32. Costs: stand rent GH¢150, data and phone credit GH¢100, transport GH¢200, printing GH¢80. Work out: (1) total income; (2) total costs, including the batteries; (3) profit for the month.

Market yourself

  • WhatsApp Business: a free app with a business profile, catalogue and quick replies. List each service with a price. Always send text with images so screen-reader users can read it.
  • Google Business Profile: a free listing so people find you on Google Search and Maps.
  • Referrals: give large-print cards to eye and ENT clinics, GNAD and GBU branches, churches and schools.
  • Portfolio: before-and-after examples of accessible documents (with permission), and thank-you notes from customers.
  • Partners, not pity: show deaf and blind teachers and customers as skilled partners.

Accessibility

Ghana's Persons with Disability Act, 2006 covers access and work; GNAD says its tax incentives for employers of persons with disabilities have not yet been used.

  • Deaf partners teach sign language and make sign-language videos; hearing partners take phone calls
  • Blind partners teach braille, proofread braille and test screen-reader setups; their testing is the best quality check
  • Wheelchair users run setup sessions and document work at a seated desk
  • Your office: step-free, good light, large-print price list, text and voice options for every message

Plan one month

  1. Choose a Level 2 service and write its limits in one sentence.
  2. Cost one month of work and set prices.
  3. Set up a practice WhatsApp Business profile (or write one on paper) with services and prices.
  4. Name your deaf or blind partner's role and how you will pay them.

Ask three customers

Ask three possible customers (a church, a school, a clinic) what they would pay for accessible documents or device setup, and how often they need it.

Check yourself

  1. Name two services you may offer at Level 2 and one you may not.
  2. Why should every image you send on WhatsApp come with text?
  3. Who should make sign-language videos for your business?
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Glossary

Term Meaning
Accessible document A file that screen readers can read, with headings, alt text and clear structure
Alt text A short description of a picture for people who cannot see it
Alphabetic wordsign In Grade 2 braille, a letter standing alone that means a whole word
Embossing head The part of a brailler that pushes up the dots
Grade 2 braille Braille with contractions to save space
Live Transcribe An Android app that turns speech into text on screen
Low vision assessment An eye clinic's check of useful sight and the right aids
Marrakesh Treaty An international treaty allowing accessible copies of books for print-disabled people
NASLI National Association of Sign Language Interpreters
NVDA A free screen reader for Windows
Orientation Helping a blind person learn the layout of a place
UEB Unified English Braille
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Logbook

  • Unit 1: sign log (150 signs); recorded conversation (with consent); Deaf event notes
  • Unit 2: interpreter booking form; room plan; budget
  • Unit 3: brailled notice (Grade 1 and Grade 2), proofread; brailler care checklist
  • Unit 4: guiding record; orientation description; referral note
  • Unit 5: NVDA and TalkBack teaching notes; Live Transcribe test; device support records
  • Unit 6: accessible document; meeting plan; message set
  • Unit 7: costing; one-month plan; marketing plan
  • Every homework, dated
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Self-check quiz

  1. In ASL, what do the eyebrows do in a yes/no question?
  2. Why should you not sign in English word order?
  3. Name four situations where you must book a trained interpreter.
  4. Give three room-setup rules for an interpreted meeting.
  5. Which keys are to the right of the brailler's space bar?
  6. Give the Grade 2 meaning of the letters c, p and y standing alone.
  7. Which word is written with all six dots?
  8. Name four ways to help a person with low vision see better.
  9. How do you start NVDA, and how do you stop it speaking?
  10. Name three steps for making an accessible Word document.
  11. When did Ghana ratify the Marrakesh Treaty?
  12. Name two things you must not do at Level 2.
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Further reading and sources

Best next reads: the NVDA User Guide; Google's accessibility help pages; Microsoft's guide to accessible Word documents; the WIPO summary of the Marrakesh Treaty; the GhSL Dictionary app.

What this module does not cover: interpreting, full Grade 2 and UEB rules, braille translation software and embossers, tactile graphics, deafblind communication methods, clinical hearing or eye care, and running a registered business (see Level 3).

Every source used in this manual is listed, with links, in the Teacher Copy.

One application of the Cold-Start Learning Kit, which stays general-purpose and can build a guide on any topic in any field. Written in CTVET format; not a CTVET curriculum.