Thesis (MEd)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Internationally, the right of people with disabilities to participate as full members of society presently receives high priority and inclusive education is one way of facilitating participation. With South Africa firmly committed to a rights culture, it is a matter of time before inclusive education is implemented as policy. Since the education of the deaf presents its own challenges, questions abound around the inclusion of learners who are deaf in mainstream classes. This study seeks to explore the implications of the education of a learner who is deaf in a mainstream class and to explore the factors that facilitate learning in such a setting. An eco-systemic approach underpins the study. Both intrinsic and extrinsic factors in reciprocal interaction influence the learning of the deaf in mainstream classes. Several of these factors are explored in the international literature. Against this background, this study sets out to examine some of the factors mentioned in the literature as well as additional factors within the context of a rural South African school. A single learner who is deaf within the context of the family and education system was chosen as the focus of a qualitative, case study. Data were gathered through semi-structured interviews, field notes and a review of personal records. Interviews were held with educators, the principal, a support educator, the learner and the learner's mother. The data were analysed using aspects of content analysis and five patterns emerged. These were child related factors, family factors, school factors, support and factors pertaining to the education department. The findings indicated that the parameters of deafness which facilitated the leamer's success in the mainstream were a mixed hearing loss which benefited from hearing aids to the extent that the learner was able to access the curriculum by means of verbal communication with some compensatory behaviours and learning support. A positive attitude on the part of the school and a willingness to support him as well as good social integration were school-related factors that facilitated inclusion. Achievement enhancing factors despite poor socio-economic conditions were family-related factors that facilitated learning. Intensive early intervention formed a good foundation and 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 considered individually and placement decisions in one of a range of supportive settings be matched against this need. / AFRIKAANSE OPSOMMING: Dowe onderrig bied eie uitdagings. Internasionaal ontvang die reg van persone met gestremdhede om as volwaardige lede in die gemeenskap opgeneem te word, hoë prioriteit. Inklusiewe onderwys is een manier waarop insluiting en deelname in die gemeenskap vergemaklik kan word. Met die beoogde implementering van 'n beleid van inklusiewe onderwys in Suid-Afrika ontstaan daar vrae rondom die insluiting van leerders wat doof is in hoofstroom klasse. Hierdie studie poog om die implikasies wat onderrig van 'n leerder wat doof is in 'n hoofstroom klas inhou, te ondersoek. Die faktore wat leer in so 'n omgewing vergemaklik, is ook ondersoek. 'n Eko-sistemiese benadering is in die studie gebruik. 'n Enkele leerder wat doof is, is binne die konteks van sy familie en die onderwyssisteem gekies as onderwerp van 'n kwalitatiewe gevallestudie. Beide intrinsieke en ekstrinsieke faktore in wedersydse kommunikasie, beïnvloed die leer van dowe persone. In internasionale literatuur het faktore soos die aard van die doofheid, persoonlikheid, intellektuele funksionering, sosiale integrasie en skool- en familie verwante faktore aandag geniet en daar is bevind dat dit 'n impak op die leerder se sukses binne 'n inklusiewe leeromgewing het. Teen hierdie agtergrond is hierdie studie geloods om bogenoemde faktore en faktore uniek aan die situasie binne die konteks van 'n landelike Suid-Afrikaanse skool te ondersoek. Semi-gestruktureerde onderhoude IS gevoer met opvoeders, die skoolhoof, 'n leerondersteuningsopvoeder, die leerder en sy ouers. Veldnotas en In oorsig van persoonlike verslae is ook gebruik om inligting oor die leerder en die onderrig en leerproses te bekom. Die data is geanaliseer deur gebruik te maak van aspekte van inhoud analisering. Vyf patrone het na vore gekom, naamlik intrinsieke kindverwante faktore, familiefaktore, skoolverwante faktore, faktore rakende ondersteuning en faktore rakende die onderwysdepartement. Die bevindinge dui daarop dat Inleerder met 'n gehoorverlies wat deur 'n gehoorapparaat in staat gestel word om verbale kommunikasie te volg binne 'n leeromgewing waar daar die nodige ondersteuning is, groter sukses behaal. 'n Positiewe houding teenoor die leerder, 'n bereidwilligheid van opvoeders om die leerder te ondersteun en goeie sosiale integrasie is skoolverwante faktore wat insluiting vergemaklik. Familieverwante faktore wat leer aanmoeding lei tot verhoogde prestasies ten spyte van lae sosioekonomiese omstandighede. Intensiewe vroeë intervensies lê In goeie grondslag en lei tot langtermyn positiewe gevolge. Verskeie faktore waar daar ruimte VIT verbeteringe is, is geïdentifiseer en aanbevelings is gemaak. Terwyl sekere faktore in hierdie ondersoek geïdentifiseer is as kritiek in die fasilitering van leer in 'n inklusiewe omgewing, moet daarmee rekening gehou word dat die unieke interaksie van 'n ander stel intrinsieke veranderlikes en ekstrinsieke veranderlikes 'n ander stel kritieke faktore kan produseer. Die behoeftes van elke leerder wat doof is, sal dus op 'n individuele basis in ag geneem moet word sodat plasing binne die ondersteunende omgewing wat die beste in sy behoeftes voorsien, gedoen kan word.

published_or_final_version / Speech and Hearing Sciences / Master / Master of Science in Audiology

The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) is likely to become the most widely used test of intelligence with deaf children, based on the popularity of the previous versions of the test. Because the test was constructed for hearing children who use spoken English, the following major research questions were asked: (a) Does the WISC-III demonstrate adequate construct validity? and (b) Do specific items exhibit differential item functioning (DIF), and does the nature of the content of each item that exhibits DIF imply that the item is biased? The test was translated into sign language and administered to a total of 110 deaf children at three different sites. The deaf children ranged from ages 8 through 16 (M = 13.25, SD = 2.37), had hearing losses identified as severe or worse, were prelingually deaf, used sign language as their primary means of communication, and were not identified as having any additional handicapping conditions. The sample of deaf children was compared to a sample of 110 hearing children similar in age and Performance IQ. Construct validity was examined using a LISREL multi-sample covariance structure analysis. The covariance structures were different (χ ² (91) = 119.42, p =.024). A Rasch Model was used to detect DIF on the following subtests: Picture Completion, Information, Similarities, Arithmetic, Vocabulary, Comprehension. All of these subtests exhibited DIF, and DIF plus the differences in mean logit ability resulted in numerous items that were more difficult for deaf children on the above Verbal subtests. Item bias was judged by examining the contents of items that exhibited DIF. Items were biased due generally to translation issues and differences in the educational curricula. Thus, deaf children are at a distinct disadvantage when taking these WISC-III subtests. Practitioners are urged to consider these findings when assessing deaf children.

The purpose of this intervention study was to test the use of a reading comprehension strategy with students who are deaf/hard of hearing (D/HH) in monitoring and resolving problems with comprehension. The strategy, named Comprehension Check and Repair (CC&R), was designed for D/HH students who struggle with comprehension, despite at least average grade level fluency skills. Sufficient research exists in mainstream reading instruction literature to suggest that instruction in metacognitive strategies might positively influence reading comprehension for D/HH students. The CC&R strategy incorporated the use of question-answer relationships and text connections; the instructional method incorporated the use of direct instruction, various levels of supported practice, and think-alouds. The effect of the intervention on the number of details D/HH students retold following oral reading was examined using a multiple baseline design. Frequency data were collected for behaviors that detracted from (i.e., non-strategic) and promoted (i.e., strategic) comprehension during and immediately following oral reading. Results showed (a) increases in strategic reading behavior for Students A, B, and C; (b) decreases in non-strategic reading behavior for Students A and B; and (c) increases in reading comprehension for Student A, and possibly for Student B. The study adds to the limited reading intervention research in education of D/HH students. Instruction in metacognitive strategies to increase strategy use during reading may be an effective means by which to increase reading comprehension for D/HH students. Teachers not only maintained use of the strategy with the students who participated in the study, but also introduced it to other students with whom they worked. Social validity data provided by the teachers and the students indicated high acceptability of the intervention. Limitations and implications for future research and practice are discussed.

No description available.

This study was an investigation of the relationship between rapid automatized naming (RAN) and reading in a sample of deaf and hard of hearing (DHH) students who use American Sign Language (ASL). Thirty DHH students, 10 to 18 years old, were given a series of assessments including measures of RAN, reading decoding, reading fluency, reading comprehension, expressive vocabulary, receptive vocabulary, and visual-motor integration. Significant correlations were found between RAN colors and reading decoding; RAN colors and reading comprehension; and RAN colors, numbers, and letters and reading fluency. A significant difference was found between symbolic (letters, numbers) and non-symbolic (objects, colors) RAN in this sample, with better performance noted on tasks of symbolic RAN. Hierarchical regression models were created for each type of RAN. Each model as a whole was significant. The proposed model for RAN objects accounted for 26.6% of the variance in RAN performance. The model for RAN colors accounted for 54.1% of the variance in RAN performance. The proposed model for RAN numbers accounted for 53% of the variance in RAN. The model for RAN letters accounted for 32.6% of the variance in RAN. Across all models, reading fluency and vocabulary were unique and statistically significant contributors in the model predicting RAN. Visual-motor integration performance was not a unique contributor to the model.

This thesis examines technological framings for communication and identity issues, with a particular focus on Swedish mainstream schools where children with cochlear implants are pupils. Based on a sociocultural perspective on learning, the thesis focuses on how pupils and teachers interact with (and thus learn from) each other in classroom settings. The study comprises a) a sociohistorical analysis of three Swedish non-governmental organizations’ periodicals from 1891 to 2010, and b) an ethnographic study including micro-analyses of interaction in two mainstream classrooms where there are children with cochlear implants. The sociohistorical analysis illustrates how different technologies, in a range of ways, have shaped (i) how people with hearing loss communicate and interact with others and (ii) their identity positions. The analysis also demonstrates the presence of language ideologies in settings where children with hearing loss are taught. Here the main preference is for spoken communication, even though different types of visual communication emerge during the 1980s and 1990s. In addition, the issue of integration has been a matter of debate since the 1970s and provides a backdrop for the current situation, where an increasing number of children with cochlear implants receive their schooling in mainstream public rather than segregated regional deaf schools. Against this background, micro-analyses have been carried out of classroom interaction and recurring patterns and activities have been identified. The results illustrate that audiologically-oriented and communicative-link technologies play major roles in the classrooms and these both facilitate and limit the pupils’ participation. Based on postcolonial theory, the results can be understood in terms of participation and non-participation of the pupil with cochlear implants, who acquire peripheral identity positions in these classroom settings. The analysis also illuminates unequal power relations regarding technologies in use, and expressions of language ideologies in the classrooms, where spoken communication is preferred. Overall, the everyday life of children with cochlear implants in mainstream schools appears to be complex, and it is technologies in use that frame the conditions for their participation in interaction and communication.

(Teacher of the Deaf-Mute – Teacher of Special Education – Teacher of the Deaf and Hard of Hearing. The Content and Rationality Changes of a Teacher Education Program). This dissertation is a study of some aspects of Teachers of the Deaf (ToD) education programs using the theoretical perspectives of symbolic interactionism and concepts of rationalitites. Changes in Swedish ToD teacher education from 1873 to the 1990s are examined through the text analysis of documents such as government regulations and syllabi and other texts such as education journals. It is argued that, parallel with the dominant rationality of the period, strands of other rationalities are to be found. In an ongoing struggle for power, one dominant rationality is challenged and gradually replaced by another. The research indicates the dominance of a patriarchal values-rationality in the decades following 1873, an instrumentaltechnical rationality during the 1930s to the 1960s and a communicative rationality from the 1970s. Research was carried out at the National Upper Secondary School for the Deaf and Hard of Hearing in order to understand what characterizes Deaf education and the ToDs’ work, and what kind of professional skills are therefore required. The research was based on teacher interviews, student questionnaires and teaching observations in classes. Learning processes within a ToD teacher education course, as perceived by ToD students, are analysed by a study of written reflections, seminar observations and transcipts from tape-recorded seminars. ToD teacher education programs at universities in Washington D.C. and Edinburgh are also analysed. A model for ToD education is discussed. It is argued that even if the dimension of essentialism stressing ToD basic skills and knowledge is important, the main theories for understanding the ToD education process are communicative rationality and interactionism. It is further argued that, at societal level, the dominance of different rationalities implies different meanings of the ToD socialisation process, mediated through different historical and cultural contexts.

Traditionally, the curriculum for deaf learners mainly involved language acquisition. The emphasis on academic subjects, such as science was marginal. In South Africa, the National Curriculum Statements (NCS) was introduced to redress the inequalities of the past education system. This research report is an investigation of science education for deaf learners. The study involved, firstly, exploring the experiences of educators that teach science to deaf learners and secondly, the identification of possible barriers that deaf learners experience in acquiring scientific knowledge, values and skills. Methodologically, this research project is located in the qualitative paradigm. The research participants comprised of five educators that teach science to deaf learners. The research sites were schools that cater for deaf learners, and are located in a province of South Africa. To gather data from the participants, the qualitative tools of interviews, field observations and artifact collection were utilized. Findings from the research indicate that there are intrinsic factors, such as literacy, sign language, cognition and motivation, and extrinsic factors, such as policy implementation, instructional strategies and resources that create barriers for deaf learners in science education. The participants’ suggestions that have emerged are also mentioned. Data obtained from the research provides valuable insight for deaf learners, educators that teach science to deaf learners and educational policy makers. The research report concludes with recommendations that could have implications for further research in the context of science education for deaf learners in South Africa.

A dissertation submitted in fulfilment of the requirements for the degree of Master of Arts in Audiology in the faculty of Humanities, University of the Witwatersrand, January 2017 / Background: The benefits of Early Hearing Detection and Intervention (EHDI) services on communication, cognition and socio-emotional development, including academic and vocational outcomes are well documented internationally. However, reports on EHDI services in South Africa are limited to the establishment of programmes for early detection of hearing impairments, with little focus on the outcomes of the subsequent early intervention (EI) for children diagnosed with a hearing impairment. Objective: This study explored the outcomes of two EI preschool programmes in the Gauteng province, South Africa. The current study aimed at describing the communication and school readiness abilities of hearing-impaired children who were enrolled in the EI preschool programmes, as well as to determine the factors that influenced the attainment of school readiness abilities. Methods: A descriptive research study was conducted on eight hearing-impaired children who graduated from two EI preschool programmes in the Gauteng Province. Content analysis was used to analyse the qualitative data while frequency distribution and measures of central tendency were used to analyse the quantitative data. Results: Participants were late-identified with subsequent late provision of amplification devices and commencement of EI services. Consequently, participants demonstrated sub-optimal communication and school readiness abilities for their age. Early access to EHDI services and age-appropriate communication abilities were identified as factors that influenced the attainment of age-appropriate school readiness abilities for children with a hearing impairment. Conclusion: There is a great need for the establishment of more EI programmes that will meet the unique needs of hearing-impaired children in different contexts and ensure that they also have an opportunity to develop on par with their peers with normal hearing. Further research in this area needs to be undertaken exploring similar objectives to the current study with a larger, diverse sample for improved generalisability of the findings. / XL2018