Exploring the understanding of universal design for learning by the Lesotho English teachers working with deaf learners
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Date
2020-11
Authors
Palime, Ntloyalefu Justinah
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
The aim of the present study was to explore the understanding of Universal Design for learning (UDL) by the Lesotho English teachers working with Deaf learners. English language is one of the legislated subjects in Lesotho, even though it provides challenges to Deaf learners as they are included in the mainstream in the schools. These learners experience poor academic challenges and have lagged behind their counterparts. This, prevailing situation prohibited Deaf learners to become successful participating citizens. This qualitative study sought to explore the understanding of UDL by the Lesotho English teachers working with Deaf learners, and how UDL can be used to improve the academic performance of Deaf learners in the context of the English classroom. Ten participants, who were purposefully selected, were interviewed. The researcher analysed the data thematically through Braun and Clarke’s (2006) and (2013) six phases’ framework. The findings emerged revealed that some participants did not understand the term ‘Universal Design for Learning’, since this was the first time they came across such a term. However, the participants revealed that improving English teaching to Deaf learners needs some further skills and strategies, as well as to employ some new approaches, such as UDL that can bring change to their performance and therefore mediate the dropout. They further illustrated that this does not concern only English teachers, but involve both collaboration of the views by Deaf learners and the understanding of UDL by English teachers, curriculum designers, the examination council of Lesotho, as well as the Ministry of Education and Training. The participants admitted that since they experience limited knowledge about UDL, they recommend the in-service training, conferences and workshops by UDL expects, professionals and researchers to equip them to understand it better and its principles in practice. The study therefore concludes that improving the English performance to DLs will be the result of understanding of UDL and its usage through the practice of representation, action and expression, as well as engagement by collaboration and interrelationship of all stakeholders through interacting and being involved in the deaf education. Additionally, the study concludes that English teachers working with DLs through their daily interaction with learners, experience, skills and capabilities have the potential to bring change to the English performance. Therefore, the study recommends the awareness of UDL and its practical usage through training of teachers, workshops, conferences and different medias. The study also recommends considering identifying the English teachers as agents of change, hence they need to be updated with upcoming approaches like UDL.
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Keywords
Dissertation (M.Ed. (Psychology of Education))--University of the Free State, 2020, Universal Design for Learning, English teachers, Asset-based approach, Deaf learners, Schools, Lesotho, Deaf -- Education -- Lesotho, Deaf -- Education -- English language