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Dissertation Submitted in fulfilment of the requirements for a M Ed Degree in the School of Education Faculty of Humanities, University of the Witwatersrand, Johannesburg, 2016 / South African Sign Language (SASL) is officially recognised as a formal Home Language school subject within the National Curriculum Statement Policy of South Africa. However, this long awaited roll-out of the CAPS SASL raises a number of issues within the context of each school for the Deaf regarding implementation and school leadership. Hence, a case study was undertaken at a public school for the Deaf located within Johannesburg District to draw attention to these issues. Using Freire’s concepts of Dialogue, Conscientization and Praxis (Freire, 1972) as a means to bring about transformational changes within the school for the implementation year of SASL, 2015, the study explored the dialogue between School Management Team (SMT) and staff members who teach the Deaf learners. The models of school leadership investigated were: transactional, transformational and transformative leadership (Shields, 2010) as a framework for the changing roles as demonstrated by the SMT and the said staff members. Qualitative data provided insight into different strategies employed by them as well as class assistants to implement SASL; and further revealed the changes experienced within the school and by several staff members, where members were becoming more aware of their SASL abilities and how they would want to improve. Emergent themes included the ‘SASL curriculum’, ‘leadership and change’, ‘bilingual education and quality of education’ for Deaf learners. Change was evident between the positional authority of SMT members and the language authority of the Deaf staff members and revealed how this transformation in respect for different roles of the SMT assisted the SASL implementation. Findings revealed that SMT members and Deaf staff need to engage in extensive dialogue and implement strategies to facilitate the SASL implementation if there is to be meaningful transformation within the school / XL2018

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This paper provides a brief history of attitudes toward the deaf and the evolution of teaching and instruction of the deaf. It then discusses a pilot study that probed the acquisition of lip reading skills and the influence of mothers in the process.

"September, 2002" / Bibliography: p. 175-190. / 190 p. : ill. (some col.), plates (some col.) ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / In this thesis, a methodology is devised for the segmentation of the face and hands in sign language video sequences. As well as an improved coding performance, the content-based representation of video data would allow other functionalities, such as improved error-robustness and scalability. / Thesis (Ph.D.)--University of Adelaide, School of Electrical and Electronic Engineering, 2002

Taking an anthropological perspective, this dissertation focuses on a small segment of the American deaf community that uses Cued Speech by examining the nature of the cuers' linguistic repertoire. Multimodality is at issue for this dissertation. It can affect the ways of speaking or more appropriately, ways of communicating (specifically, signing or cueing). Speech and Cued Speech rely on different modalities by using different sets of articulators. Hearing adults do not learn Cued Speech the same way deaf children do. English-speaking, hearing adult learners can base their articulation of Cued Speech on existing knowledge of their spoken language. However, because deaf children do not have natural access to spoken language phonology aurally, they tend to learn Cued Speech communicatively through day-to-day interactions with family members and deaf cueing peers. I am interested in examining the construct of cuers' linguistic repertoire. Which parts of their linguistic repertoire model after signed languages? Which parts of their linguistic repertoire model after spoken languages? Cuers' phonological, syntactal and lexical repertoire largely depends on several factors including social class, geography, and the repertoire of hearing cuers whom they interacted with on a daily basis. For most deaf cuers, hearing cuers including parents, transliterators and educators serve as a model for the English language. Hearing cuers play a role as unwitting gatekeepers for the maintenance of 'proper' cueing among deaf users. For this dissertation, I seek to study the effects of modality on how cuers manage their linguistic repertoire. The statement of the problem is this: Cued Speech is visual and made with the hands like ASL but is ultimately a code for the English language. The research questions to be examined in this dissertation include how cuers adapt an invented system for their purposes, what adjustments they make to Cued Speech, how Cued Speech interacts with gesture, and what language play in Cued Speech looks like. / text

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