コミュニケーション障害、聴覚障害者研究、補聴器のジャーナル
オープンアクセス

概要

Policy and Practice and the Implications on Education of Students who are Deaf: A Case of Two Harare Secondary Schools

Tawanda Matende*, Cathrine Sibanda, Nyasha Malbermore Chandavengerwa

Grounded within critical applied linguistics and specifically within the domain of critical language awareness, this paper investigates the challenges and limitations faced by students who are deaf in progressing to higher and tertiary education. An insight of these challenges is drawn from views and opinions discerned from observations of the teaching and learning process of deaf students in secondary schools in Harare. Owing to the diversity of our research objectives, data collection was triangulated through documentary analysis of selected policies, observations and interviews in order to obtain information on challenges affecting the students who are deaf. Data is presented and analysed using a descriptive approach. The analysis of data shows that deaf students face myriad challenges that include lack of bilingual education for the deaf and proper framework for inclusive education which consequently results in students failing their ordinary level examinations in key subjects like mathematics and English. The researchers, therefore, recommend the ministry of primary and secondary education to improve the teaching and learning facilities in consideration of students who are deaf as well as effective implementation of inclusive education policy in a bid to develop the quality of education for these students.