Challenges faced in the implementation of sign language regulatory frameworks in special schools for the Deaf in Zimbabwe

In the study reported on here we investigated the effects of sign language barriers among Deaf learners in special schools for the Deaf and Blind in the Motheo District in the Free State province of South Africa. Semi-structured focus group interviews were held with 7 teachers (2 males and 5 females) and 10 Grade 8 learners (6 males and 4 females) who used sign language as their first language. We employed a qualitative research approach and data were collected, themes identified, and learners were observed in their natural classroom environment. Open-ended questions were used when interviewing the teachers and learners of the selected school. South African Sign Language (SASL) is used as language of learning and teaching in schools for the Deaf. A qualified sign language interpreter translated the data. The results of the study show a lack of in-service training in SASL for teachers. It was found that learners acquired language at school rather than in the home environment, and a lack of physical resources were responsible for the learners’ poor performance. We recommend that universities offer SASL as common subject – especially for education students.

BackgroundTeaching Deaf learners in multigrade classes contributes to learning challenges and requires implementation of curriculum differentiation. However, limited South African Sign Language (SASL) proficiency and learning resources hinder inclusive education in special schools.ObjectivesThis study aimed to explore teachers’ perceptions in supporting Deaf learners in multigrade classrooms, focusing on challenges and teaching strategies for inclusive education.MethodA qualitative approach with a descriptive phenomenological design was used. Six teachers from a special school were selected using purposive sampling. Data collection involved focus group discussions, classroom observations, document analysis, and field notes. Thematic analysis was employed to generate findings.ResultsTeachers face persistent challenges, including inadequate resources, limited SASL proficiency, and insufficient professional development. To address these challenges, they employ multimodal teaching strategies, advocate for enhanced SASL training, and integrate visual aids to foster inclusive learning.ConclusionTeachers used gestures, assistive technologies and visual aids in supporting Deaf learners. The Department of Basic Education should implement structured SASL training, expand access to assistive technologies, and develop an inclusive curriculum tailored to Deaf learners’ needs. Continuous professional development and systematic monitoring are essential for improving teacher effectiveness and promoting inclusive education.ContributionThis study contributes to the understanding of teacher experiences in supporting Deaf learners in multigrade classes, systemic barriers and adaptive strategies they employ to manage multigrade deaf education. Furthermore, the findings of this study will inform future teacher training on the use of SASL and provide policy recommendations to improve curriculum differentiation.

Effective implementation of sign language-based instruction is crucial for providing quality education to Deaf learners at special schools. Teachers experienced challenges to effectively implement sign language policies for the Deaf learners in Zimbabwean special schools. However, this study explores how teachers implement sign language regulatory frameworks for Deaf Learners in special schools. Drawing on qualitative data from teachers, headmasters, school inspectors, and psychologists. The findings revealed critical gaps in the in-service training and professional development opportunities available to teachers serving Deaf students. Despite teachers reporting difficulties with sign language fluency and inadequate understanding of Deaf culture and pedagogy, the study found a disconnect between teachers' expressed needs and the perspectives of district-level officials, who often did not perceive additional training as necessary. This study further highlights the heavy reliance on support from external donor organizations and NGOs to provide teachers with limited sign language workshops and resources. This overreliance on precarious external funding sources compromises the sustainability and scalability of professional development initiatives. The study's implications call for a comprehensive, government-led strategy to ensure all teachers in Deaf schools receive robust, long-term training in sign language, Deaf education methodologies, and Deaf cultural competence. Strengthening the capacity of the teaching workforce is essential for upholding the rights of Deaf learners to receive instruction in their primary language and achieving meaningful implementation of sign language policies. This study contributes vital empirical evidence to inform policy reforms and teacher training programmes to support using Zimbabwean Sign Language as a medium of instruction for the Deaf.

Kenyan Sign Language (KSL) is the primary language used by the deaf community in Kenya. It is the medium of instruction from Pre-primary 1 to university among deaf learners, facilitating their education and academic achievement. Kenyan Sign Language is used for social interaction, expression of needs, making requests and general communication among persons who are deaf in Kenya. However, there exists a language barrier between the deaf and the hearing people in Kenya. Thus, the innovation on AI4KSL is key in eliminating the communication barrier. Artificial intelligence for KSL is a two-year research project (2023-2024) that aims to create a digital openaccess AI of spontaneous and elicited data from a representative sample of the Kenyan deaf community. The purpose of this study is to develop AI assistive technology dataset that translates English to KSL as a way of fostering inclusion and bridging language barriers among deaf learners in Kenya. Specific objectives are: Build KSL dataset for spoken English and video recorded Kenyan Sign Language and to build transcriptions of the KSL signs to a phonetic-level interface of the sign language. In this paper, the methodology for building the dataset is described. Data was collected from 48 teachers and tutors of the deaf learners and 400 learners who are Deaf. Participants engaged mainly in sign language elicitation tasks through reading and singing. Findings of the dataset consisted of about 14,000 English sentences with corresponding KSL Gloss derived from a pool of about 4000 words and about 20,000 signed KSL videos that are either signed words or sentences. The second level of data outcomes consisted of 10,000 split and segmented KSL videos. The third outcome of the dataset consists of 4,000 transcribed words into five articulatory parameters according to HamNoSys system. The dataset is significant to members of the deaf community in breaking communication barriers among deaf and promoting wider inclusion of the deaf in education and other sectors. The scalability of the innovation is key in empowering the deaf worldwide.

Despite international, regional, and national policies advocating for the inclusion of people with disabilities, such as hearing impairments, sign language remains marginalised in Zimbabwe’s Technical and Vocational Education and Training (TVET) institutions. This presents a significant barrier to access and meaningful participation for deaf students, as sign language is the primary mode of communication linking them to education, employment, and economic opportunities. This study aimed to explore how the inclusion of sign language can be enhanced in TVET institutions in Zimbabwe to promote equitable access and improve educational outcomes for deaf learners, contributing to sustainable development goals. This research employed a qualitative approach grounded in the constructivist paradigm, utilising a multiple case study design. Data were collected through semi-structured interviews and focus group discussions. Participants were selected through purposive sampling. Thematic analysis was used to analyse data. Findings revealed critical shortages of sign language specialists and interpreters, inadequate infrastructure, and limited inclusion of sign language in the curriculum and teaching methodologies. Participants highlighted the need for training more deaf disability experts, revising policies to align with deaf learners’ needs, adopting a sectoral collaborative approach involving various stakeholders, and enhancing skill-building opportunities for deaf students. This study implies that addressing human resource gaps, improving institutional infrastructure, and reforming policies are essential for fostering an inclusive educational environment in TVET institutions. Such interventions would improve the access and retention of deaf students in TVET institutions, which in turn contribute to their socio-economic empowerment.

This article argues the importance of allowing deaf children to acquire sign language from an early age. It demonstrates firstly that the critical/sensitive period hypothesis for language acquisition can be applied to specific language aspects of spoken language as well as sign languages (i.e. phonology, grammatical processing and syntax). This makes early diagnosis and early intervention of crucial importance. Moreover, research findings presented in this article demonstrate the advantage that sign language offers in the early years of a deaf child’s life by comparing the language development milestones of deaf learners exposed to sign language from birth to those of late-signers, orally trained deaf learners and hearing learners exposed to spoken language. The controversy over the best medium of instruction for deaf learners is briefly discussed, with emphasis placed on the possible value of bilingual-bicultural programmes to facilitate the development of deaf learners’ literacy skills. Finally, this paper concludes with a discussion of the implications/recommendations of sign language teaching and Deaf education in South Africa.

This study explores the inclusive practices at Mekanisa School for the Deaf, utilizing purposive sampling to select the participants. Participants for this case study were selected based on their involvement in reverse inclusion at Mekanisa School. The study included twelve students (six deaf, six hearing), six teachers, four parents a principal and his advisor in general nineteen participants. Among the twelve students (two deaf and two hearing were involved in the interview. The remaining eight (four deaf and four hearing) were chosen to participate in focus group discussions (FGD). Data were collected using interview and FGD guidelines, as well as an observation checklist, all developed prior to data collection. The findings reveal that Mekanisa School for the Deaf is viewed by most participants as a reverse-inclusive school as it accommodates hearing children within the special school setting for the deaf. The school has notably improved communication between the deaf and hearing students, as well as between the school community and the students. Hearing students are highly proficient in sign language and often serve as interpreters for their deaf peers. This reverse-inclusive practice has also contributed to enhanced academic performance among the deaf students, though challenges remain. Key challenges identified include the difficulty of using two instructional languages (sign language and Amharic) simultaneously for deaf students, insufficient teaching materials, and the lack of proficiency in sign language among some newly hired teachers. Overall, the reverse inclusive practices at Mekanisa School for the Deaf are seen as beneficial and transformative, benefiting both the deaf and hearing learners. This model represents the first transformation of a special school for the deaf into an inclusive school in Ethiopia. The study suggests that these practices should be further strengthened within the school and potentially scaled to other special schools in Addis Ababa.

Learning to read and write can be readily identified as the most difficult challenges for deaf learners. In practice, there are contradictory viewpoints regarding the use of auditory or visual techniques to enhance the teaching of deaf learners. The aural-oral approach, which aims to build literacy skills through the 'phonological route' (i.e. the pathway to literacy, which is based on the analysis of sounds), is still followed in some schools for the deaf in South Africa. South African sign language as a medium of instruction is used in other schools for the deaf in South Africa. Sign language is a visual-gestural language and since most deaf learners have a preference for the visual coding of stimuli, one can assume that they will benefit from visual literacy programmes. This study developed a visual literacy program that focuses on different visual coding strategies and visual imaging techniques to improve the reading and spelling abilities of deaf learners. The research results show that the reading and spelling performance of the deaf persons involved in this investigation (experimental groups from grade 1 to grade 3) were significantly better than that of the deaf learners in the control groups who had not been exposed to the visual literacy program.

Teaching Hijaiyah letters to deaf children presents unique challenges due to limited access to specialised educators and appropriate instructional tools. This study explores the development of a prototype teaching aid that integrates Augmented Reality (AR) and animation to support Islamic education among hearing-impaired children in Malaysia. Every deaf individual must acquire sign language proficiency in order to effectively interact with other deaf individuals. Introducing individuals, particularly children, to sign language and Hijaiyah letters at an early age is crucial. This knowledge is essential for every Muslim individual to acquire before they can read the Al-Quran. Introducing Hijaiyah letters through sign language at an early age may support comprehension among deaf children, who often face difficulties in conventional classroom setting. The research employed a qualitative and quantitative approach, involving semi-structured interviews with two experts in Islamic education and special needs, as well as questionnaire completed by 30 teachers experienced in teaching sign language. Findings indicate that the visual and interactive elements of AR and animation have strong potential to enhance engagement and comprehension among deaf learners. Respondents expressed positive feedback toward the design, particularly in terms of colour schemes, character style and the sing-along concept adapted for children with hearing aids. However, the study acknowledges limitations in sample size, the absence of classroom-based testing and a lack of alignment with formal instructional design models. This study contributes to inclusive education discourse by offering design insight for culturally and linguistically appropriate teaching aids. While the project is at a prototype stage, it lays the groundwork for further development and evaluation of an AR-integrated Islamic learning tool for deaf children in formal and informal educational settings.

This study examined teachers’ proficiency in Sign Language and the methods employed to improve the reading abilities among learners with Hearing Impairments. Qualitative method was applied through the use of in-depth interviews, classroom observations and focus group discussions. The study comprised 115 participants who were purposively sampled as follows: Twenty-six (26) teachers of students with Hearing Impairment, sixteen (16) administrators thirteen (13) parents of students with Hearing Impairment, and sixty (60) grade three (3) students out of which a total of thirty (30) Hearing Impairments whereas the other thirty had no Hearing Impairments. The study found that teachers lacked knowledge of sign language. Although the Primary Literacy Programme incorporates systematic explicit instructions, teachers were not able to adequately apply this evidence based instructional strategies when it came to teaching learners with Hearing Impairments due to lack of proficiency in Sign Language. Given that the phonic methodology’s strength rests in the use of sounds, it was observed that instructional strategies were not utilised when teaching children with Hearing Impairment. Teachers also had limited opportunities for Continuous Professional Development to familiarise themselves with the PLP methodologies and hone their Sign Language skills. The study recommends improved pre-service teacher training in Sign Language as well as increased opportunities for Continuous Professional Development among in-service teachers.

There has been a significant improvement in Deaf education that have occurred in the last century. Despite this improvement, deaf learners continue to face significant obstacles in their daily lives. The findings revealed that support obstacles by hearing parents to Deaf learners in sign language acquisition were enhanced by being born in a hearing family who does not have a background in sign language. In South Africa, deafness is often diagnosed only when a child is between the ages of four and eight. In most cases, a child's language capacity develops during the first two years of life. deaf children enter their first grade at a school for the Deaf with little to no sign language skills. Most deaf children of hearing parents do not have or lack linguistic input at home. Thus, if hearing parents have a deaf child, they have to learn sign language to interact with their deaf children, and usually learn sign language at the same time as their deaf children. This study adopted a qualitative method using a descriptive case study as the research design. A purposeful sampling of six Deaf learners, and their six hearing parents was included in the study. The fact that signed language has been adopted as the 12th South African official language, is a good development for the deaf. There is a dearth and less research conducted, mostly international. It is of significant to investigate further to improve sign language acquisition to Deaf learners in South Africa.

Deaf people use Sign Language (SL) for intellectual development, communications and other human activities that are mediated by language—such as the expression of complex and abstract thoughts and feelings; and for literature, culture and knowledge. The Brazilian Sign Language (Libras) is a complete linguistic system of visual-spatial manner, which requires an adequate writing system. The specificities of Libras pose a challenge for alphabetisation/literacy in the educational process of the Deaf, which allows for meaning attribution by the Deaf learner only when the SL is the central pedagogical tool. This process vastly differs from the pedagogical strategies used to teach the written form of the oral languages. The alphabetisation relies heavily on the phoneme-grapheme relations—therefore, not accessible to the Deaf learner. SignWriting is a writing system deemed to be adequate represent Libras, and has been used in literacy processes of Deaf learners. This article presents a visual pedagogical tool, a narrative in the genre of a comic book, to be used for meaningful learning and acquisition of SignWriting. The methodological approach of this research involved the creation of a comic book tool to provide the context and communicational situation where the enunciation in Libras occurs, thus presenting an opportunity to introduce SignWriting. The utterances are then presented in the form of writing activities. Results show that the use of the proposed Visual Narrative approach is an adequate educational strategy to inform the design of pedagogical practices for teaching the writing system of SL.

An ethnographic case study on Deaf culture was done at the Thiboloha Special School in a rural area of the Free State province in South Africa. Two Deaf learners and three Deaf teaching assistants participated in this study. Although they were all part of the hearing Sotho culture, they were also full participants in the Deaf community. The study was done by means of video recordings, interviews, and questionnaires. The study reveals the diversity of the Deaf community with a vibrant and unique culture associated with this school, which gives them a sense of belonging. The analysis of the questionnaires, interviews, and recordings in this study shows how significant it is for the Deaf to be part of a Deaf community and culture, as well as part of a hearing community. It is important for them to be Deaf (with a capital ‘D’) and have a Deaf identity. It became evident in this study that Deaf people prefer to use Sign Language for communication purposes in the Deaf community. The study also shows the key role the school plays in introducing Deaf learners to Deaf culture and community, and South African Sign Language, which connects them to a wider Deaf and hearing community. The school became the participants’ new community where they found their Deaf identity, their own language and culture. The school fulfilled its role to realise the importance and value of Deaf culture and community and succeeded in de-pathologising deafness. This study confirms the responsibility of and opportunity for schools to educate their Deaf learners about their culture and community.

Sign Language proficiency among teachers of the deaf form the basis for effective learning by deaf children. It is also the bedrock of successful inclusion. Previous studies and literature have equivocally confirmed that young children who are deaf learn more effectively when taught using Sign Language. The current study sought to establish the level of Sign language competency among teachers of children who are deaf in 10 of the primary schools in Bulawayo that enroll children who are deaf. A descriptive survey and ex-post facto research designs were employed in soliciting data from a sample of 15 teachers of the deaf and 5 college lecturers. Data were collected using a structured questionnaire and a Modified Sign Language Proficiency Interview (MSLPI) on a 6-Point rating scale. Document analysis and observation were used to authenticate responses from college lecturers and teachers of the deaf respectively. The Statistical Package for Social Sciences (SPSS) and descriptive summaries were used to analyse data. The data indicated that teachers of the deaf in Bulawayo lacked Sign Language proficiency. They could only afford the lowest two scores on the (MSLPI) scale that is the Novice and the No Functional Skills levels. What teachers at times mistook for Sign language was mere finger spelling and some distorted signed systems. From these findings the study concluded that the learning of the deaf children in primary schools in Bulawayo was heavily compromised due to lack of effective communication between teachers and the learners. The study also concluded that the inclusion of deaf children in the schools would remain a pipe dream as long as the teachers were not proficient in Sign language which is the first language of the deaf. The study recommended regular Sign Language staff development programmes, intensification of the practical component of Sign Language in the college programme for trainee teachers of the deaf, external scholarship and exchange programmes for both teachers and college lecturers who train teachers for the deaf.

The purpose of this study was to establish the extent to which transitional services in special schools for the deaf equip the deaf learners with skills that enable them participate in community activities. A mixed methods approach underpinned the study. 30 respondents were purposively drawn from deaf school leavers vending in the streets of Harare, managers of schools enrolling deaf learners and managers of deaf persons organisations. The questionnaire was used to collect data. The researchers used sign language to solicit responses from the deaf participants. In turn the researchers completed the questionnaire on their behalf. The results reveal that Zimbabwe does not have a transitional policy for deaf learners. The results showed that the curricula used in the schools did not have an orientation towards community activities and participation. School managers expressed mixed feelings on whether their services enable deaf learners participate effectively in the community after school. Leaders of deaf organisations revealed that the community and society at large do not understand the deaf culture because there is no interactive language. They highlighted the inability of the society to interact with deaf people which result in their social exclusion. The study recommended that special schools for the deaf must adopt a community based curriculum that will enhance the participation of deaf persons to their communities. It was also recommended that the communities be educated and trained on the communication needs of deaf persons especially sign languages. This can be done by schools, organizations of the deaf and government through the public media.