The interaction between deaf learners and hearing learners in mainstream schools in Oshana and Khomas regions
| dc.contributor.author | Samuel, Hendrina | |
| dc.date.accessioned | 2017-07-12T10:16:42Z | |
| dc.date.available | 2017-07-12T10:16:42Z | |
| dc.date.issued | 2017 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Inclusive Education) | en_US |
| dc.description.abstract | This qualitative research study was done to establish the quality of interaction that took place between Deaf learners and hearing learners in mainstream schools in Oshana and Khomas regions. Data was collected by means of semi-structured interviews and observations, with the help of video camera recordings to capture the data. Five Deaf learners, ten teachers teaching in the classroom were Deaf learners are mainstreamed and 30 hearing learners were interviewed separately. The researcher also observed the interaction between Deaf learners and their teachers in the classroom when there is no Sign language interpreter, as well as the interaction between Deaf learners and hearing learners during break and before classes commence. Four Deaf learners, five teachers and fifteen hearing learners were from one school in Oshana region while one Deaf learner, five teachers and fifteen hearing learners were from one school in Khomas region. The study found that teachers, Deaf learners and hearing learners had ways of communicating with each other including using basic Sign language; writing messages on pieces of paper, on the ground or using mobile phones depending on the prevailing circumstances. However, Deaf learners were not keen to interact through writing because they found it difficult. Subsequently, they became less involved in the conversations involving hearing learners and limited interactions to other Deaf learners. Deaf learners were not satisfied with the quality of their communication with teachers and hearing learners. On the other hand, hearing learners would only initiate interactions when they wanted Deaf learners to teach them Sign language; when they felt pity for their fellow Deaf learners who appeared to be lonely; and when they needed any kind of help from Deaf learners. As part of possible solutions, the study recommended formal training for teachers in Sign language; introduction of Sign language classes in schools where Deaf learners are mainstreamed; distribution of Sign language materials in inclusive schools for hearing learners and teachers to learn Sign language. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/2020 | |
| dc.language.iso | en | en_US |
| dc.subject | Deaf learners | en_US |
| dc.subject | Hearing learners | en_US |
| dc.subject.lcsh | Inclusive education, Namibia | |
| dc.subject.lcsh | Mainstreaming in education, Namibia | |
| dc.subject.lcsh | Deaf children, Education, Namibia | |
| dc.title | The interaction between deaf learners and hearing learners in mainstream schools in Oshana and Khomas regions | en_US |
| dc.type | Thesis | en_US |