Abstract
The current study focused on understanding teachers’ narratives of their teaching experiences of learners with hearing impairment in a special school in Gauteng, South Africa. Furthermore, the study investigated teachers’ experiences and perceptions about hearing impairment and how these informed their teaching approaches and strategies. Interpretivist paradigm was used to evaluate the gaps teachers of learners with hearing impairment experience in their own teaching and support. The current study was qualitative in nature, therefore, the participants were purposely selected based on the research questions and that they are teaching learners with hearing impairment in a special school in Gauteng province. The study sample consisted of nine participants and data was collected through interviews, both face to face and telephonic as well as online focus group discussions. An interview schedule was used as a guide to encourage the participants to air their views about their teaching experiences. In administering the interviews, conversations were recorded. The purpose of transcribing raw data verbatim was to assist in data analysis and presentation. Inductive thematic analysis approach was used to analyse data. The study revealed that teachers were satisfied with the level of support and in-service training they received in the school. The study further found that the teachers were satisfied with how involved parents were in their children’s education. In view of the findings of this study, the recommendation is that the school needs to revise its language policy to accommodate for learners who make use of signs to supplement speech. KEYWORDS: Hearing impairment, inclusive pedagogy, inclusive education, narrative inquiry, teaching experiences, special school.
M.Ed. (Educational Psychology)