Exploring academic experiences of deaf children in a primary school in Zimbabwe
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Date
2020
Authors
Maizere, James
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
It is important to consider that deaf children use sign language as their language in all communications although some school staff members could not sign. The study aimed to explore the academic experiences of deaf children at a primary school in Zimbabwe. The Asset-Based Community Development (ABCD) was adopted as the theoretical framework for the study. The study adopted a qualitative approach. The study also adopted the interpretive paradigm. A narrative case study design was used as a master plan for the conduction of the study. The sample was purposively selected to get relevant and rich information on the academic experiences of deaf children at the selected school. The sample comprised three educational psychologists (n=3) in the Harare Metropolitan Province in which the school is located, five deaf children (n=5), two administrators (n=2), twelve teachers (n=12) and one deaf teacher (n=1) all from the selected school. Interview schedules were used as data collection instruments to collect data from school administrators, psychologists, the deaf teacher and deaf children while focus group discussions guides were used to collect data from teachers. Data were presented in narrative form and analysed using Riessman’s interactional model. Findings suggested that deaf children were placed in the school by the Schools Psychological Services after psychological and audiological assessments. The mainstream school curriculum was used to teach deaf children. The school offered deaf children academic and psychosocial supports while the government weighed in with financial support and psychosocial supports as well. The Department of Schools Psychological Services also offered deaf children psychosocial supports mainly in the form of guidance and counselling.
Deaf children mainly learnt in resource units which were manned by specialist teachers and occasionally attended mainstream classes. Examinations were adjusted to meet the time and language needs of deaf children. The study found that time was only allowed when deaf children needed it while Sign language catered for their language needs. The study found that resources were generally neither accommodative nor adequate for the education of deaf children. The resource units were not accommodative and visual learning aids which were critical in the teaching and learning of deaf children were not available. The study also found that relationships between the deaf and hearing children were sour due to communication challenges between them. The study further found that deaf children participated in exclusive sports but performed all duties and responsibilities performed by the hearing children. It was interesting to find that deaf children learnt cultural norms and values of the mainstream society from primary school. The study found that there was no policy specific to the education of deaf children or children with disabilities in general. A policy specific to the education of deaf children was recommended. The study also recommended the use of a modified curriculum that fully accommodates the needs of deaf children in primary schools. In light of the scarce teaching and learning resources specific to deaf children, the study recommended the procurement of resources specific to deaf children in their education.
Description
Thesis (Ph.D. (Educational Psychology))--University of the Free State, 2020
Keywords
Primary school, Specialist teacher, Resource unit, Institution, Deaf children -- Education (Early childhood), Hearing impaired children