Abstract
While the move towards the inclusion of learners with a learning disability gains momentum, the Deaf community is reluctant for the inclusion of deaf learners in a mainstream society. Arguing that the needs of deaf learners are entirely different to those of other learning disabilities, they believe that a mainstream educational environment will deprive a deaf learner with a sense of identity and a common culture. Consequently, the purpose of this research essay is to investigate the experiences of a solitary mainstreamed deaf learner in a high school educational environment, and to try and ascertain the effect such an educational environment has had on him.
My participant is currently the only deaf learner in his school. He is completing Grade 12 this year at an IEB school. Utilising an oral-audal mode of communication, as well as having a cochlear implant and an assistive device, the participant communicates predominantly through lip-reading and speaking English. He identifies himself as belonging to a hearing world, and as such his exposure to other deaf peers, Deaf culture and Sign language is minimal. This research study employed a qualitative research design and data was collected using documentation, an open questionnaire, observation and an in-depth interview.
All data collected was analysed using the qualitative content analysis technique. Each data source was analysed, data was broken down into codes, grouped into common categories and finally placed in educationally relevant themes. In this research essay, four themes were identified, namely the learning environment, mode of communication, socialisation in a hearing world and mainstream versus specialised educational settings.
Through the analysis of the data it became evident that aspects such as the curriculum, educators’ teaching strategies and methodologies, as well as the school’s extra-curricular programme all contributed to the learner’s learning environment. While utilising an oral-audal mode of communication, the participant’s audal input is affected by his ability to lip-read, environmental pollution, and his familiarity with the speaker. Because he has been exposed to a hearing environment from birth, he has developed adequate socialisation skills. While preferring to socialise with individuals who are familiar with him, he does however not mind socialising with strangers. As such he has developed good social skills. While having been exposed to both a mainstream and a specialised educational setting during his educational career, the participant has enjoyed the opportunities mainstream education has afforded him and encourages other deaf learners to mainstream as he has. He does however state that in order to succeed within a mainstream environment, the deaf learner has to be self-motivated, confident and an active participant both in and out of the classroom. In addition, the participant felt that having mainstreamed had affected his character, making him quieter, more sensitive, gentle and emotionally strong.
In essence, the following study has helped to highlight both the benefits and challenges a deaf learner faces in a mainstream educational environment. Through the concerted and unified efforts of all stakeholders – the school, its educators, the deaf learner and his family, it becomes evident that deaf learners can be successfully included and achieve positive academic, emotional and social development.
Mrs. O.R. Pettipher