Indicators of successful inclusion of a learner who is deaf in a mainstream class

[摘要] ENGLISH ABSTRACT:Internationally, the right of people with disabilities to participate as full members of society presentlyreceives high priority and inclusive education is one way of facilitating participation. With SouthAfrica firmly committed to a rights culture, it is a matter of time before inclusive education isimplemented as policy. Since the education of the deaf presents its own challenges, questions aboundaround the inclusion of learners who are deaf in mainstream classes. This study seeks to explore theimplications of the education of a learner who is deaf in a mainstream class and to explore the factorsthat facilitate learning in such a setting.An eco-systemic approach underpins the study. Both intrinsic and extrinsic factors in reciprocalinteraction influence the learning of the deaf in mainstream classes. Several of these factors areexplored in the international literature. Against this background, this study sets out to examine someof the factors mentioned in the literature as well as additional factors within the context of a ruralSouth African school.A single learner who is deaf within the context of the family and education system was chosen as thefocus of a qualitative, case study. Data were gathered through semi-structured interviews, field notesand a review of personal records. Interviews were held with educators, the principal, a supporteducator, the learner and the learner's mother.The data were analysed using aspects of content analysis and five patterns emerged. These werechild related factors, family factors, school factors, support and factors pertaining to the educationdepartment. The findings indicated that the parameters of deafness which facilitated the leamer'ssuccess in the mainstream were a mixed hearing loss which benefited from hearing aids to the extentthat the learner was able to access the curriculum by means of verbal communication with somecompensatory behaviours and learning support. A positive attitude on the part of the school and awillingness to support him as well as good social integration were school-related factors thatfacilitated inclusion. Achievement enhancing factors despite poor socio-economic conditions werefamily-related factors that facilitated learning. Intensive early intervention formed a good foundationand continued to be of benefit.Several factors which could be improved were identified and recommendations were made.Since the impact of deafness differs from learner to leamer, each learner's needs has to be consideredindividually and placement decisions in one of a range of supportive settings be matched against thisneed.

[发布机构] Stellenbosch University