Exploring the multisectoral strategies to support the academic performance of Deaf Learners in inclusive schools Lesotho

Abstract

Die verhoging van die akademiese prestasie van leerders met gestremdhede in inklusiewe skole is tans ’n wêreldwye bekommernis. Lesotho is daarom nie ’n uitsondering nie. Talle kontemporêre navorsingstudies het bygedra tot inisiatiewe vir ondersteuningsdienste en die insluiting van verskeie onderrigbenaderings, insluitend universele ontwerp vir leer, die bekendstelling van inklusiewe beleidstellings en die betrokkenheid van ouers. Hierdie nasionale en internasionale verbintenisse beklemtoon die kwessie van gelykheid en gelykheid in onderwys vir alle leerders, insluitend dowe leerders. Nietemin, die akademiese prestasie van dowe leerders bly steeds ’n groot uitdaging. Daar is ’n tekort aan literatuur oor die multisektorale strategieë wat die vennootskap tussen belanghebbendes, soos die skoolpersoneel, ouers en die leerders versterk. Die navorser is van mening dat die leerders se stem, veral die stem van die Dowe Leerders, as die belangrikste belanghebbende in hierdie geval, in wese ontbreek. Die navorser glo die leerders se stem, veral die stem van Dowe Leerders, is een van die belangrike aspekte wat ontbreek. Dit ontken die siening van die Ministerie van Onderwys in Lesotho dat leerders die derde been van die metaforiese pot vorm. Ten einde hierdie onderliggende uitdagings aan te pak, is die volgende doelwitte in hierdie navorsing voorgestaan: (1) Om die multisektorale strategieë en praktyke te bepaal wat die akademiese prestasies van Dowe Leerders in Lesotho se inklusiewe skole kan ondersteun. (2) Om die uitdagings van Dowe Leerders in Lesotho se inklusiewe skole te identifiseer wat hul akademiese prestasie beïnvloed. (3) Om die faktore te ondersoek wat multisektorale strategieë in staat stel om die akademiese prestasie van dowe leerders in Lesotho se inklusiewe skole te ondersteun. Hierdie navorsing het ’n kwalitatiewe benadering gevolg om die gehalte van menslike ervarings binne ’n transformerende paradigma te beskryf en te ontleed. Die paradigma erken die rolle van voorreg, mag, insluiting en kultuur in die werk met Dowe Leerders om uitdagings in hul akademiese prestasie te oorkom. Dit het deelnemende ontwerp gebruik om openheid en billikheid in die deel van kennis en ervarings en noue samewerking tussen belanghebbendes moontlik te maak. Die data is gegenereer deur middel van fokusgroepbesprekings en ’n collage met 34 deelnemers, wat die verkenning moontlik gemaak het van hoe multisektorale strategieë verskeie belanghebbendes betrek wat bydra tot die akademiese prestasie van Dowe Leerders. Die deelnemers het bestaan ​​uit twaalf horende leerders, twaalf Dowe Leerders en onderwysers (twee departementshoofde, drie tolke en vyf onderwysers) wat doelgerig gekies is. Die data is ontleed deur tematiese ontleding, ’n buigsame metode wat gewysig kan word en gedetailleerde en komplekse inligting genereer. Die teoretiese raamwerk van Kretzmann en McKnight is gebruik. Die teorie erken talente, vermoëns en dat mense leef en floreer deur hul vaardighede te gebruik. Die middelpunt van hierdie bate-gebaseerde teorie is die mobilisering en benutting van plaaslike bates, vaardighede en insigte om die bestaande probleem op te los. Die navorsingsbevindinge het aan die lig gebring dat die versterking van vennootskap en luister na die stemme van die verskillende belanghebbendes, insluitend die stem van Dowe Leerders, van kritieke belang is om akademiese prestasie te verbeter. Die navorsingsbevindinge toon ook dat multisektorale strategieë ondersteuningstrukture is wat gesamentlik gekonstrueer is wat die netwerk van persoonlike en rasionele bates binne en buite die inklusiewe skool verbeter. Die navorsing het beslis die moontlikheid getoon om inligting met besorgde belanghebbendes te deel, insluitend die stem van Dowe Leerders, as ’n faktor wat multisektorale strategieë bevorder. Elkeen oefen dus hul potensiaal uit, deel hul ervarings en uitdagings, en besluit op gepaste maatreëls vir bystand. Die bevindinge dui ook aan dat die krag van interaksie tussen belanghebbendes ’n gevoel van netwerkvorming en verhouding ontwikkel wat multisektorale strategieë moontlik maak om Dowe Leerders akademies te ondersteun. Die navorsing meen dat die huidige ondersteuning wat aan Dowe Leerders verskaf word, daarom subjektief is en dus abstrak gegenereer word sonder om die leerders se ervarings en sterkpunte te identifiseer en te gebruik. Deur multisektorale strategieë is die leerders se stem, idees en kundigheid noodsaaklik om hul akademiese kwessies te hanteer. Sleutelwoorde: akademiese prestasie, akademiese ondersteuning, bategebaseerde, gehoorgestremde leerders, bekwame leerders, inklusiewe onderwys, Lesotho, multisektorale strategieë, belanghebbendes

Increasing the academic performance of learners with disabilities in inclusive schools is currently a global concern. Lesotho is therefore not an exception. Numerous contemporary research studies have contributed to support service initiatives, and engagement of various teaching approaches, including universal design for learning, launching inclusive policies, and the involvement parents. These series of commitments, nationally and internationally, stress the issue of equality and equity in education for all learners, including Deaf learners. Nevertheless, the academic performance of Deaf Learners is still a major challenge. There is a dearth of literature on the multisectoral strategies that strengthen partnership among stakeholders, such as the school personnel, parents, and the learners. The researcher believes that the learners’ voice, particularly the voice of the Deaf Learners as the major stakeholder in this case, is essentially missing. This negates the view of the Ministry of Education in Lesotho that learners form the third leg in the metaphorical legged pot. Thus, in order to address these underlying challenges, the following objectives were espoused in this study: (1) To determine the multisectoral strategies and practices that can support the academic performances of Deaf Learners in Lesotho’s inclusive schools. (2) To identify the challenges of Deaf Learners in Lesotho’s inclusive schools that affect their academic performance. (3) To explore the factors that enable multisectoral strategies to support the academic performance of Deaf Learners in Lesotho’s inclusive schools.

This study adopted a qualitative approach to describe and analyse the quality of human experiences within a transformative paradigm. The paradigm acknowledges the roles of privilege, power, inclusion, and culture in working with Deaf learners to overcome challenges in their academic performance. It employed participatory design to enable openness and equity in sharing knowledge and experiences and close collaboration among stakeholders. The data were generated through focus group discussions and a collage with 34 participants that allowed the exploration of how multisectoral strategies involving multiple stakeholders contribute to the academic performance of Deaf Learners. The participants comprised twelve hearing learners, twelve Deaf Learners and teachers (two heads of department, three interpreters, and five teachers), who were purposefully selected. The data were analysed through thematic analysis, a highly flexible method that can be modified and generates rich, detailed, and complex information.

The theoretical framework of Kretzmann and McKnight informed the study. The theory acknowledges gifts, abilities and capabilities, and that people live and thrive using their skills. The center of this asset-based theory is mobilising and harnessing local assets, skills, and insights to solve the existing problem.

The research findings have revealed that strengthening partnership and listening to the voices of the various stakeholders, including the voice of Deaf Learners , is critical in improving academic performance. The research findings have also revealed that multisectoral strategies are support structures constructed collectively, which enhance networking of personal and rational assets within and outside the inclusive school. The findings certainly demonstrated the possibility of sharing information with concerned stakeholders, including the voice of Deaf Learners, as a factor that enhances multisectoral strategies. Hence, each exercises their potential, shares their experiences and challenges, and decides on appropriate measures for assistance. The findings have also indicated that the power of interaction among stakeholders develops a sense of networking and relationship, thus enabling multisectoral strategies to support Deaf Learners academically.

The study opines that the current support provided to Deaf Learners is subjective and is, therefore, generated abstractly without identifying and using the learners’ experiences and strengths. Thus, through multisectoral strategies, the learners’ voice, ideas, and expertise are all essential in addressing their academic issues.

Ukufunda ngempumelelo kwabafundi abaphila nokukhubazeka ezikoleni ezididiyele kusalokhu kuyinselelo enkulu emhlabeni wonkana. NeLesotho ngokunjalo ayisali ngaphandle. Imibhalo yocwaningo yamanje isiphonse esivivaneni ulwazi oluthinta izinhlelo zokwesekelwa kwalabafundi, izingxoxo ngezindlela zokufundisa, kubandakanya nohlelo oluvamile lokufunda, ukuqaliswa kwamapholisi adidiyele kanye nokunikezwa kwabazali ithuba lokuba babe yingxenye yemfundo. Lolu chungechunge lokuzibophezela ngokukazwelonke kanye namazwe omhlaba lugcizelela ukulingana kwabo bonke abafundi, kubalwa nabafundi ababhekene nenselelo yokungezwa. Nokho izinga lokuphumelela kwabafundi abanenselelo yokungezwa lisephansi kakhulu. Okuphawulekayo wukuthi kusenokuswelakala kwemibhalo yocwaningo emayelana namacebo ezinhlaka ezahlukehlukene ezingaqinisa ukusebenzisana nokubambisana phakathi kwababambiqhaza abafana nabasebenzi besikole, abazali, kanye nabafundi. Umcwaningi ukholelwa wukuthi izwi labafundi, ngokukhethekile labafundi abanenselelo yokungezwa, njengababambiqhaza kulolu cwaningo, alikho neze. Lokhu kuyashayisana nombono woMnyango wezeMfundo eLosotho othi abafundi bangena ngaphansi komlenze wesithathu ebhodweni lomzekiliso wemilenze emithathu. Ukuze kubhekanwe nalezi zinselelo, lolu cwaningo lwabeka lezi zinhlosongqangi: (1) Ukuthola ulwazi olumayelana namacebo nezinto ezenziwa yizinhlaka ezahlukehlukene ezingakwazi ukwesekela imizamo yokuthuthukisa izinga lempumelelo ekufundeni kwabafundi abanenselelo yokungezwa ezikoleni ezididiyele zaseLesotho. (2) Ukuhlonza izinselelo abafundi abanenselelo yokungezwa ababhekene nazo ezikoleni ezididiyele eLesotho ezinomthelela empumelelweni yokufunda kwabo. (3) Ukucwaninga izinto ezenza ukuthi amacebo ezinhlaka ezahlukahlukene zomphakathi zikwazi ukwesekela abafundi abanenselelo yokungezwa ekufundeni kwabo ezikoleni ezididiyele zaseLesotho. Lolu cwaningo lusebenzise indlela yokuqoqa ulwazi ikhwalithethivu ukuchaza nokuhlaziya injula yamava abantu ngaphansi kwendlela yokubuka izinto ngeso loguquko. Le ndlela yokubuka izinto iqhakambisa ukubaluleka kwamalungelo, amandla, ukudidiyela, kanye nesiko ekusebenzeni nabafundi abanenselelo yokungezwa ukuze kulwiwe nezinselelo ababhekana nazo ekufundeni kwabo. Lolu cwaningo futhi lusebenzise indlela yocwaningo eyenza umcwaningi abe yingxenye yabacwaningwayo ukuze kube khona ukuvuleleka nokulingana ngenkathi kwabelwana ngolwazi futhi ngendlela enokubambisana phakathi kwababambiqhaza. Ulwazi lwaqoqwa ngokuthi kuxoxiswane namaqembu kanye nenhlanganisela eyakhiwe ababambiqhaza abangama-34, okwenza ukuthi kubhekwe ukuthi amacebo ezinhlaka ezahlukahlukene zomphakathi ezibandakanya ababambiqhaza abaningi zilekelela kanjani ekuthuthukiseni imfundo yabafundi abanenselelo yokungezwa. Ababambiqhaza kwakungabafundi abezwayo abayi-12, abafundi abenenselelo yokungezwa abayi-12 kanye nothisha (izinhloko zeminyango ezimbili, abahumushi abathathu, kanye nothisha abayisihlanu ababekhethwe ngenhloso. Ulwazi lwahlaziywa ngokwezindikimba zalo, okuyindlela evumelana nezimo ezahlukene nengachibiyeleka iphinde ikhiqize ulwazi olunothile, olunemininingwane kanye nolunxakanxaka. Ithiyori kaKretzmann noMcNight yiyona elawula lolu cwaningo. Le thiyori iqhakambisa amathalente namakhono, nokuthi abantu baphila futhi baphokophele besebenzisa amakhono abo. Umongo wale thiyori ukugqugquzela nokusebenzisa izinto ezikhona ezindaweni zabantu, amakhono, kanye nolwazi olungasetshenziswa ukuxazulula izinkinga ezisuke zikhona. Ucwaningo luthole ukuthi ukuqiniswa kobambiswano kanye nokulalelwa kwemibono yababambiqhaza abahlukahlukene, kubandakanya nemibono yabafundi abanenselelo yokungezwa, konke kubaluleke kakhulu ekuthuthukiseni ukufunda. Imiphumela yocwaningo iphinde yaveza ukuthi amacebo ezinhlaka zomphakathi ngokuhlukahlukana kwazo ayizakhi zesisekelo esakhiwe ngokubambisana, okuyisisekelo esithuthukisa ukuxhumana kwezinhlaka zobuhlakani ezingaphakathi nangaphandle kwesikole esididiyele. Empeleni, okwatholwa wucwaningo kwakhombisa ukuthi ukwabelana ngolwazi nababambiqhaza abathintekayo kuyinto engenzeka, kubandakanya nemibono yabafundi abanenselelo yokungezwa, njengento engasiza ekuthuthukiseni ubuchule bezinhlaka ezibambisene zomphakathi. Ngokwalesi sizathu, uhlaka ngalunye lukhipha wonke amangwevu olunawo, lwabelane nabanye ngamava nezinselelo zalo, bese luthatha izinqumo mayelana nezinyathelo ezifanelekile zosizo. Imiphumela iphinde yakhomba ukuthi ukusebenzisana phakathi kwababambiqhaza kuthuthukisa ezokucobelelana ngolwazi nobudlelwane phakathi kwabo. Ngalokhu, kube sekuvuleka amathuba okuthi amaqhinga ezinhlaka zomphakathi ezihlanganyele asekele abafundi abanenselelo yokungezwa emfundweni yabo. Ucwaningo lusho ukuthi ukusekelwa okunikezwa abafundi abanenselelo yokungezwa isuselwa emibonweni yabathile engazange yasebenzisa amava abafundi okuyibona ababhekana ngqo nezinselelo. Ngakho-ke, izwi labafundi, imibono yabo, kanye nolwazi namakhono abo, kubaluleke kakhulu ekuletheni izisombululo zezinselelo ezimayelana nokufunda nokufundisa, njengalokhu kwenzeka ngosizo lwamacebo ezinhlaka zobambiswano. Amagama amqoka: imiphumela yokufunda, ukwesekelwa emfundweni, okwesekelwe kuma-asethi, abafundi abanenselelo yokungezwa, abafundi abaphila ngaphandle kwezinselelo zokukhubazeka, imfundo edidiyele, Lesotho, amacebo ezinhlaka ezihlanganyele, ababambiqhaza

Ho ntlafatsa le ho phahamisa diphetho tsa sekolo tsa barutwana ba nang le bokowa dikolong tse dumellang barutwana bohle, ke qholotso e akaretsang. Naha ya Lesotho ha se mokgelo. Diphuputso tse ngata tsa moraorao di kentse letsoho ho tshehetsa boiteko ba bosebeletsi, le ho sebedisa mekgwa e fapaneng ya ho ruta, ho kenyeletswa le mekgwa e amohelehang lefatsheng ka bophara e le ya moralo wa ho ithuta, ho qala maano a akaretsang, le ho kenyelletsa ho nka karolo ha batswadi. Letooto lena la boitlamo, mona lapeng le matjhabeng, le tiisa taba ya boleng le tekano ditabeng tsa thuto sebakeng sa barutwana bohle, ho kenyelletsa le ditholo kapa ba sa utlweng ka ditsebeng. Leha ho le jwalo, tshebetso ya mosebetsi wa sekolo wa barutwana ba nang le bokowa ba ho se utlwe ka ditsebeng e ntse e le qholotso e kgolo. Ho na le ho haella ha dingolwa ho ya ka mawala a dikarolo tse mmalwa boikopanyong ka hara ba nang le kobo ya bohadi, jwalo ka basebetsi ba sekolo, batswadi le barutwana, haholoholo lentswe la barutwana ba nang le bothata ba kutlo ka ditsebe, e leng bona ba ka sehloohong ho ba nang le kobo ya bohadi boemong bona, bo haella ka mokgwa o hlollang. Sena se supa maikutlo a lekala la thuto naheng ya Lesotho hore leoto la boraro ka mokgwa wa mokgabiso wa puo wa pitsa e maoto a mararo. Kahoo, ho leka ho rarolla diqholotso tse teng, dintlha tse latelang di tataisitse diphuputso tsena: 1. Ho fumana mekgwa kapa mawala a dikala tse mmalwa le ditlwaelo, tse ka tshehetsang mosebetsi wa sekolo, wa barutwana ba nang le bokowa ba kutlo ya ditsebe dikolong tse akaretsang barutwana bohle naheng ya Lesotho. 2. Ho tseba le ho utlwisisa diqholotso tsa barutwana ba nang le bokowa dikolong tsa barutwana bohle naheng ya Lesotho, tse amang mosebetsi wa sekolo, dikolong tsa barutwana bohle. 3. Ho nyebekolla dintho tse susumetsang mawala a dikala tse mmalwa le ditlwaelo tse ka tshehetsang katleho mosebetsing wa sekolo wa barutwana bohle naheng ya Lesotho. Diphuputso tsena di sebedisitse mokgwa wa tlhalosi ho hlalosa le ho manolla boleng ba diphihlello tsa botho ka hara mohopolo wa diphetoho. Mohopolo ona o ananela karolo ya ho ba le menyetla, matla, ho kenyelletsa le moetlo wa ho sebetsa le barutwana ba nang le bokowa ba kutlo ka ditsebe ho hlola diqholotso mosebetsing wa sekolo. Diphuputso tsena di sebedisitse mokgwa wa ho dumella bankakarolo ho phuthuloha le ho lekana e le ho arolelana tsebo le diphihlello le ho sebetsa hammoho ka kutlwano le ba nang le kobo ya bohadi. Ditaba di entswe ka dihlopha tsa dipuisano ka dihlopha tsa tsepamo le sehlopha sa bankakarolo ba mashome a mararo a metso e mene e ileng ya dumella ho manollwa ha dikarolo tse mmalwa tsa mekgwa e kenyelletsang ba nang le kobo ya bohadi ho ba le ho kenya letsoho mosebetsing wa baithuti ba nang le bokowa ba botholo kapa kutlo ka ditsebe. Bankakarolo ba kenyelletsa barutwana ba utlwang, barutwana ba leshome le metso e mmedi ba nang le bokowa ba kutlo ka ditsebe le matitjhere (Dihlooho tse pedi tsa makala, batoloki ba bararo, le matitjhere a mahlano) ba kgethilweng ka sepheo sa diphuputso. Ditaba di manolotswe ho ya ka mookotaba, mokgwa o dumellang ho fetoha hangata e le ho lokiswa ho lokela maemo le manoni, le ditaba tse tebileng, hape di le thata. Moralo wa lewa la tshebetso wa Kretsmann Le McKnight o hlakisistse diphuputso tsena. Lewa lena le ananela dimpho, bokgoni, le hore batho ba a phela mme ba phela ka ditsebo tsa bona. Kgubu ya lewa la Assert-based e tsebahala le ho nolofaletsa dintho tsa bohlokwa tsa lehae, ditsebo le lesedi ho rarolla mathata a teng. Ditshibollo tsa diphuputso di sibollotse hore ho fa boikopanyo matla le ho mamela lentswe la barutwana ho nyolla tshebetso mosebetsing wa sekolo. Ditshibollo di boetse di utollotse taba ya hore mawala a dikarolo tse mmalwa ke ditshehetsi tsa metheo tse hahilweng ka kopanelo, tse hodisang kgokahano ya bosebeletsi le dintho tsa bohlokwa ka hare le ka ntle ho dikolo tse kenyeletsang bohle. Ditshibollo, ka ntle ho qeaqeo, di bontsha bokgoni ba ho arolelana ditaba le ba nang le kobo ya bohadi ka tumello e saennweng ya bona, ho kenyeletswa le lentswe la baithuti ba nang le bokowa ba ho utlwa ka ditsebe; e leng tse ding tse hodisang dikarolo tse mmalwa tsa mekgwa. Ka hona, bohle ba sebedise matla a bona, ba arolelane diphihlello tsa bona le diqholotso, le diqeto ka sekala se loketseng hore se ka thusa. Ditshibollo di boetse di bontshitse matla a ho kopana ha ba nang le kobo ya bohadi ho ntshetsapele boikutlo ba ho hokahana le ho ba le dikamano ha ba nang le kobo ya bohadi ho ntshetsa pele maikutlo a kgokahano le ho ba le dikamano mme di dumella dikarolo tse mmalwa tsa mawala a tshebetsong barutwana ba nang le bokowa ba ho utlwa ka ditsebe mosebetsing wa sekolo. Diphuputso tsenadi na le maikutlo a hore tshehetso e teng ha jwale ho barutwana ba nang le bokowa ba kutlo ka ditsebe ke e hodima maikutlo a motho ka mong, kahoo e etswe ka mokgwa o hlakileng, ka ntle ho ho utlwisisa le ho sebedisa diphihlelo tsa barutwana, le matla a bona. Ka hona, dikarolwana tse mmalwa, maikutlo le botsebi ba bona di a hlokeha bakeng sa ho rarolla ditaba tsa diphuputso tsena.