Supporting deaf learners in inclusive education settings in South Africa

Arina Kemp, Iliana Skrebneva, Deirdre Kruger

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

The inclusive paradigm requires that deaf learners are educated in regular schools. In the process of implementing inclusive policies educators often feel that they lack the necessary knowledge and experience to provide effective support for deaf learners. As a result these learners are seldom effectively catered for in regular settings and frequently tend to experience frustration and failure. This research attempted to investigate the nature and manifestations of deafness in primary school learners in order to determine effective strategies to identify and address the diverse needs of deaf learners in the regular schools. A qualitative study was conducted and data was gathered by observations and interviews with three experienced educators. The results of the empirical findings were confirmed with the literature study in order to compile practical guidelines to assist educators to support deaf learners in inclusive education settings in South Africa effectively.
Original languageEnglish
Pages (from-to)21-32
Number of pages12
JournalInternational journal of diversity in organizations, communities and nations
Volume11
Issue number1
DOIs
Publication statusPublished - 1 Nov 2011
Externally publishedYes

Keywords

  • inclusion of deaf learners
  • developmental skills
  • guidelines to support deaf learners
  • balance and deafness
  • perceptual skills and deafness
  • concentration and deafness
  • memory and deafness

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