The Role of Educational Psychologists in the Education of d/Deaf and Hard of Hearing Children in Zimbabwe

Abstract

This study focused on the role of Educational Psychologists in the education of d/Deaf and Hard of Hearing (d/DHH) children at a school in Harare Metropolitan Province in Zimbabwe. The study employed a qualitative approach, an interpretive paradigm and a narrative research design. The study’s population comprised 11 teachers and four school administrators at the selected school as we as all nine Educational Psychologists from the Harare Province. Purposive sampling was used to select two Educational Psychologists, two school administrators and two teachers. Interviews were used to collect data from participants. Data was analyzed using Riessman’s interactional model of analysis and presented in narrative form to retain the meanings of the participants, thereby ensuring the trustworthiness of the findings. The study found that the major roles of the Educational Psychologists were psychological and audiometric assessments, placement, designing academic programs and following up on the academic programs in schools. The study also found that Educational Psychologists ensured the psychosocial welfare of the d/DHH children in schools. The study recommends that the Educational psychologists should equip all mainstream schools with the necessary resources so that d/DHH children are placed at their nearest schools. Schools Psychological Services should be responsible for modifications of academic resources and should ensure that they match the academic needs of the d/DHH children.