Original Research

Educators’ experiences of teaching learners with hearing loss in inclusive classrooms

Hella M.T.E. Moustache, Musa Makhoba
South African Journal of Childhood Education | Vol 14, No 1 | a1358 | DOI: https://doi.org/10.4102/sajce.v14i1.1358 | © 2024 Hella M.T.E. Moustache, Musa Makhoba | This work is licensed under CC Attribution 4.0
Submitted: 14 April 2023 | Published: 15 March 2024

About the author(s)

Hella M.T.E. Moustache, Department of Audiology, Faculty of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
Musa Makhoba, Department of Audiology, Faculty of Health Sciences, University of KwaZulu-Natal, Durban, South Africa

Abstract

Background: A global move towards inclusivity has made inclusive education (IE) a necessity. The education of the learner with hearing loss (HL) in an IE setting remains challenging and scarcely researched. Despite government’s clear position on IE, the extent to which the recommendations in the Education White Paper 6 (2001) (EWP6) are implemented, and the educator’s related experiences, remains limited, which inspired this study.

Aim: To explore the educators’ experiences of teaching learners with HL and the extent to which their current teaching practices incorporate the inclusive education model (IEM) and the EWP6.

Setting: Public primary schools, practicing IE in KwaZulu-Natal (KZN), South Africa.

Method: An explorative descriptive, qualitative approach within a phenomenology design was utilised. An interview schedule guided the semi-structured interviews, conducted with six purposively sampled educators. Post thematic analysis, data were organised within four organising themes, adopted from the IEM.

Results: The experienced practical implementation of IE comprised the adaptation of curriculum, teaching practices and assessment procedures to accommodate learners with HL. Educators experienced support from relevant stakeholders and policies. Facilitators included the availability of some resources and the learner’s access to an appropriate school. Challenges included insufficient guidance from policies and guidelines.

Conclusion: Educators experience difficulties in practically implementing IE with learners with HL. They incorporate the EWP6 and the IEM to a limited extent.

Contribution: The study contributed to the limited information regarding the experiences of educators in an IE context, with learners with HL, at least within the studied or similar context.


Keywords

inclusive education; inclusivity; audiology; Education White Paper 6 (2001); South Africa.

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