The two purposes of this study are first, to provide an evaluation of an after-school basic mathematics program at the Demonstration School for the Deaf Junior Secondary School (DemoDeaf) in Mampong-Akuapim, Ghana. Second, it provides an ecological discussion exploring why DemoDeaf students do not have access to quality education. I designed and piloted the math program in 2005 and 2007 as an action researcher and volunteer with the Non-Government Organization (NGO), Signs of Hope International. The program was developed after finding six students in one JSS class could not count to one-hundred and all other students struggled with addition and/or subtraction. The program has been shown quantitatively and qualitatively to have statistically significant and positive effects on DemoDeaf students. In 2007, the number of students proficient in counting increased from thirty-four to forty-four. An analysis of the addition achievement test results indicate students advanced a total of twenty-nine levels; four students learned to add single-digit numbers together, eleven students learned how to add double-digit numbers together, and fourteen students learned how to add triple-digit numbers together. An analysis of the subtraction achievement tests indicate students advanced a total of nineteen levels; six students learned to subtract single-digit numbers, eight students learned how to subtract double-digit numbers, and five students learned how to subtract with triple-digit numbers. Sample-t-tests showed that the increase of students proficient in counting, addition, or subtraction (except for triple-digit subtraction) was statistically significant at the p-value of < .01 or < .05. The stigma and negative stereotypes embedded in the normative culture in Ghana and the majority/minority relations and power dynamics between hearing and deaf groups influence the socializing institutions of the family and deaf schools. The normative hearing culture influences the language choice parents/guardians give their deaf child and how they treat them. The perspectives and values of hearing educators and administrators influence deaf school design and create a hidden curriculum for deaf students. These separate forces meet in the classroom and not only prevent students from receiving a quality secular education, they also reinforce the low status ascription of deaf students in Ghana.