Challenges of teaching the deaf-blind learner in an education setting in Johannesburg: Experiences of educators and assistant educators
Background: Evidence suggests that educators of deaf-blind students in the South African context have specific challenges in the educational setting because of their lack of adequate knowledge on deaf-blindness and a lack of sufficient training on communication, teaching and learning strategies. Ob...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2020-06-01
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| Series: | South African Journal of Communication Disorders |
| Subjects: | |
| Online Access: | https://sajcd.org.za/index.php/sajcd/article/view/649 |
| Summary: | Background: Evidence suggests that educators of deaf-blind students in the South African context have specific challenges in the educational setting because of their lack of adequate knowledge on deaf-blindness and a lack of sufficient training on communication, teaching and learning strategies.
Objectives: The aim of this study was to describe the challenges experienced by educators and assistant educators of children with deaf-blindness.
Method: Ten educators and assistant educators were selected purposively to participate in the study (Male = 3; Female = 7; age range 31–49 years). Participants were recruited from a school for the deaf-blind in Johannesburg. Participants completed semi-structured interviews on the challenges that they experienced when educating learners who are deaf-blind.
Results: Findings from the data after inductive thematic analysis suggested the following: (1) under-preparedness of educators and assistant educators, (2) communication challenges, (3) challenges related to the diversity of deaf-blind learners and (4) lack of support structures for educators and assistant educators.
Conclusion: There is a need for ongoing educator training on communication strategies, cultural diversity and inclusive strategies. A collaborative model of delivering training and inclusive education that will encompass educators and therapists as a means of supporting both the educator and the learner who is deaf and blind is needed. Such a collaboration may result in positive outcomes for both the educator and the deaf-blind learner. |
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| ISSN: | 0379-8046 2225-4765 |