Abstract
The aim of this study was to investigate teachers' understanding of their role in supporting
learners with a hearing impairment, who also came from low socioeconomic
backgrounds. A hearing impairment is a disability that is categorised under the headings
of deafness. Teachers are key role players in supporting learners with a hearing
impairment in the classroom.
This research study used a qualitative research approach. Semi-structured interviews and
observations were conducted individually to gather information. The researcher used an
exploratory case study design and purposive sampling. The sample consisted of eleven
teachers (male and female), ranging from 23 – 55 years of age. The research site was a
school for learners who have a hearing impairment. Braun and Clark’s thematic data
analysis steps were used to analyse data.
The findings revealed that teachers have numerous roles in supporting learners with a
hearing impairment however, they faced different challenges in the classroom. The
teachers also indicated that they used different strategies of support. This study highlights
the need for awareness of South African Sign Language (SASL) development amongst
parents, hearing-impaired learners and relevant stakeholders. Recommendations were
made for further research and policies.
Keywords
Challenges, curriculum, hearing impairment, inclusion, low socioeconomic background,
support, teachers’ roles, teaching strategies, visual aids.