Nothing for us without us: Student-identified approaches that can support the inclusion of deaf students in South African secondary schools

Abstract

ABSTRACT Since 1994, the South African government has committed itself to transforming its entire education system with global initiatives related to inclusive education. One of these changes has seen increased support for deaf students in inclusive education settings, as deaf students are increasingly being educated in mainstream classrooms along with their hearing peers. Establishing learning environments that address the unique needs of deaf students is essential for their success but to date little research has included their voices. The aim of this study was to investigate the experiences of four deaf students, educated in mainstream secondary schools in one South African province, to understand the unique features of their learning needs. Data were collected through semi-structured interviews focused on the generation of information regarding the students’ beliefs, knowledge and feelings about their educational experiences. Participants’ responses are presented in terms of how mainstream teachers might adapt their teaching strategies, teaching materials and assessment tasks, not to dilute educational standards but to give deaf students equal opportunities to demonstrate their knowledge. Our work offers insights into how teachers and schools could implement classroom-level changes, that could perhaps contribute to systems-wide transformation in South African mainstream schools.