The interplay between inclusion and exclusion: The case of deaf learners at a mainstream school in Namibia
| dc.contributor.advisor | Ya-Otto, Haihambo CK | |
| dc.contributor.author | Matakala, Monica Kachana | |
| dc.date.accessioned | 2025-08-12T09:21:36Z | |
| dc.date.available | 2025-08-12T09:21:36Z | |
| dc.date.issued | 2019 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Inclusive Education) | |
| dc.description.abstract | This case study employed a qualitative research method to explore the interplay between inclusion and exclusion of Deaf learners at a mainstream school in the Zambezi region of Namibia. Data was collected from the participants using one-to-one and focus group interviews. The one-to-one interviews were audio recorded while the Deaf learners' interviews were video recorded. Observations were conducted to gain insights on how the Deaf learners were taught in mainstream classrooms, Deaf learners interactions with one another and also on their communication with hearing learners and teachers at the mainstream school. The study revealed that Grades one to seven Deaf learners were confmed and taught in one classroom of the mainstream school, using a multi-grade teaching approach. Furthermore, the study revealed that the only teacher of Deaf learners at the mainstream school had no professional training in teaching Deaf learners. Additionally, the study showed that the hearing learners and teachers of the mainstream classes were willing to communicate with Deaf learners, but lacked the necessary Sign Language skills to interact effectively with Deaf learners. The study recommended that Deaf learners should be taught, as far as possible together with the hearing learners and not be taught in isolation. The study also recommended that the Ministry of Education, Arts and Culture (MoEAC) should deploy more qualified Sign Language teachers to teach Deaf and hearing learners in mainstream schools. Furthermore, the study recommended that the Ministry of Education, Arts, and Culture should avail user friendly materials for hearincr learners and teachers to study and acquaint themselves with the 0 basic Sign Language skills. Additionally, the study recommended that the University of Namibia, Katima Mulilo Campus should introduce Sign Language short courses to equip teachers of mainstream schools with the fundamental skills of Sign Language as a medium of instruction for Deaf learners | |
| dc.identifier.uri | http://hdl.handle.net/11070/4059 | |
| dc.language.iso | en | |
| dc.publisher | University of Namibia | |
| dc.subject | Exclusion of Deaf learners | |
| dc.subject | Zambezi region | |
| dc.subject | Inclusion | |
| dc.subject | Sign language skills | |
| dc.subject | Namibia | |
| dc.subject | Mainstream school | |
| dc.subject | University of Namibia | |
| dc.title | The interplay between inclusion and exclusion: The case of deaf learners at a mainstream school in Namibia | |
| dc.type | Thesis |