Recently, in the South African and the international context, teacher identity investigations have dominated the landscape of transformation in education, in an attempt to understand the relationship between teachers’ identities and their practice of teaching. However the dearth of research on deaf education and D/deaf teachers has created a gap in our comprehensive understanding and this study has aimed to address this void and advance existing theory. This project focused individually and collectively on five Deaf teachers and how they experienced their deafness in widely differing circumstances at various stages in their lives from childhood to adulthood. The project explored firstly, how the participants constructed their identities as people living with deafness; how they understood and interpreted their lives in the context of deafness. The second component of the investigation addressed how they negotiated their deafness related identities in their practice as teachers. My purpose was to know through their personal stories how they have come to explain and know themselves as Deaf persons, how deafness gives character to their lives and how this image guides their practice as teachers. The participants, who teach in schools for D/deaf learners in KwaZulu-Natal, were drawn from a larger cohort of Deaf teachers that qualified from a three-year pilot teacher education programme designed to train D/deaf teachers to teach D/deaf learners. At the time of the research, participants were in their eighth year of teaching. Through unstructured interviews, conducted via the medium of South African Sign Language, data was obtained in the form of narratives of participants’ lives which were captured in three seamless phases that included their childhood, schooling and their experiences as teachers. The signed data was transcribed into written English text. The written text which was collaborated by participants, was used for the analysis This study has examined their individual life stories and the construction of their identities as D/deaf persons, against the backdrop of proclaimed Deaf cultural identity, where difference rather than disability is highlighted. In the analysis I argue from a post-structural perspective that the participants’ claim to positioning in either Deaf or deaf or hearing discourses is not fixed and rigid. Instead positioning overlaps fluidly and continuously between the three discourses with participants taking on character and conventions from Deaf, deaf and hearing discourses. They transition consciously or unconsciously between the systems and create multiple and contradictory identities. In addition I argue that cohesiveness and coherence in the conceptualization of a Deaf cultural community and Deaf identity is non-existent, when viewed from a post-structural lens. The institutional resources that shape their teacher identity constructions include colleagues, learners, the parent community, the curriculum, and other micro-interactions. The institutional resources intersect with biographical resources of race, religion, gender, social class, childhood and later experiences, relationships, recollections, role-models and other signifiers. A multitude of intersections and permutations emerge, to create an inexhaustible inventory of teacher positions embedded in the general discourse of teaching and discoursed by teaching. In both instances, that is, as D/deaf person and as D/deaf teacher, the school is the site that instantiated the D/deaf identity and the teacher identity and the cultural discourses that prevail in schools are the sites of resistance, acceptance and negotiation of identities. Here identity emerges in the space where subjectivities intersect with narratives of social, cultural and political discourses. This research which draws from the Deaf educators’ personal and professional experiences and is articulated through the medium of South African Sign Language, hopes to bring the educators’ histories together, and through these reflect on their lives, visualizing new possibilities for understanding deafness in an educational and cultural context. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.

This thesis sets out to undertake research into the very important topic of sign language and its usage, particularly in the Western Cape Province of South Africa. Three schools are used in this study. Interviews and questionnaires were used to conduct research with teachers, students and deaf teacher assistants within this context. The analysis of this data is presented in Chapter five of this thesis.

M.Ed. (Educational Linguistics) / A major difficulty in teaching English to Deaf high school students is the struggle they have in understanding the densely figurative language of prescribed literature. This research has focused on this particular area of English teaching in order to investigate and describe the complexities, and aetiology, of the problem and possibly thus aid instruction design in this area. The dearth of studies on Deaf education in South Africa has left teachers/practioners in the unstable position of isolation in strategies used to help Deaf students achieve a workable understanding of metaphorical English as it is used in daily communication and more specifically, in studying, understanding and passing written examinations of prescribed English literature. There are presently so many conflicting views and parctices in the world of Deaf education, some of which constitute the theoretical and actual frameworks within which this research is carried out. The explication of this context entails some discussions of learning theories and issues particular to Deaf education such as language acquisition, the medium of instruction, cognitive development and socio-cultural perspectives on Deafness. It is the lack of a strong policy which often leaves Deaf students adrift in a sea of conflict between educators, school policies and the Deaf community. There is little consistency or long term design in the teaching strategies and syllabus development for the Deaf; certainly none that matches the relatively orderly progress in hearing education. The result is a fluctuating standard of education in special schools for the Deaf, the deafness itself often being given the blame for any inadequacies. The research problem in this enquiry is approached qualitatively and has taken the form of a case study which is set within the context of a real classroom situation. The study involves three pupils (out of a possible six) and covers a period of eighteen months in order to monitor their development in the use and understanding of metaphor. Data were gathered from group lessons, written responses and questionnaires as well as informal discussions with Deaf children, Deaf adults and teachers of the Deaf. Data were then analysed and tentative conclusions drawn concerning the accessibility of metaphorical language to Deaf children. Some suggestions concerning teaching strategies are proposed and these could be used by other educators and researchers to formulate instruction material in future curricula.

The HIV/AIDS pandemic is having a devastating effect on the South African population. Most affected are young people between 15 and 24. HIV/AIDS research has paid little attention to youth in the D/deaf population. Schools play an important role in the reproductive health of youth as they reach youth at a formative time in their development. Aim: To investigate the form of HIV/AIDS and RHE in South African secondary schools for the D/deaf, together with factors associated with teacher implementation thereof. Methodology: The sample was made up of 33 Life Orientation teachers from 16 secondary schools for the Deaf in 6 South African provinces. Quantitative methodology was used to obtain descriptive data and to determine any associations between demographic/ contextual variables and the study's theoretical framework (Theory of Planned Behaviour); qualitative data also aided in answering of the research question. Results: HIV/AIDS and RH education is being implemented at South African secondary schools for the D/deaf and LO teachers recognise the importance of HIV/AIDS and RHE for their D/deaf learners. Despite high coverage levels, a number of obstacles are hindering the optimum implementation of HIV/AIDS and RHE: 1) lack of learner assessment in the HIV/AIDS and RHE portion of the LO curriculum 2) unclear policy mandates regarding the weighting of HIV/AIDS and RHE in the LO curriculum 3) inadequate teacher proficiency in SASL 4) the use of a mainstream LO curriculum that was not specifically developed for Deaf learners 5) the moralistic viewpoints of certain teachers 6) problems with teacher access to suitable HIV/AIDS and RHE training. A number of significant associations between TPB constructs and demographic/contextual variables were also found. Recommendations for future interventions and research are delineated and limitations of the study are discussed. / Thesis (M.Soc.Sci.)-University of KwaZulu-Natal, Durban, 2010.

All Deaf people in South Africa belong to the Deaf Community of South Africa. Within this Deaf Community there is a separate, minority language and cultural group which accepts Sign language, as its first and natural language. The Constitution of the Republic of South Africa calls for the acknowledgement of and respect for all minority cultural groups, and recognises the language of the Deaf, that is, Sign language as an official language. This research has attempted to investigate the views of this cultural group and how they want to be perceived by the hearing people, how they want to conduct their lives within the realm of an overarching hearing society and more importantly, the implications of this acquired identity for the education of Deaf learners in South Africa. To document the data on Deaf Culture and the implications for education, the researcher engaged in qualitative research using the questionnaire approach. This instrument was administered to 18 profoundly Deaf adults from various provinces throughout South Africa and representative of the demographic population profile of the Deaf Community of South Africa. The study confirmed an emerging Deaf Culture and concluded that there needs to be redress and change with regard to the curriculum, the educators, the issue of mainstreaming, the status of Sign language and the provision of tertiary education in order for Deaf learners to be educated in the most enabling environment. / Thesis (M.Ed) - University of Natal, Durban, 1998.

Thesis (BTech (Surface Design))--Cape Peninsula University of Technology, 2010 / The purpose of this research is to generate a social outreach project by raising funds as well as getting sponsors to enhance the living environment at an institution for deaf girls. The focus is on Huis Soekie, a hostel which accommodates 17 deaf girls between the ages of 11 and 15. It is one of eight hostels situated at the De La Bat School for the Deaf in the rural town of Worcester. Frank Vodvarka and Joice Manice Malnar's work about Multi-Sensory design was used as inspiration to establish creative ways in which to enhance the living environment of institutionalized deaf girls. The living room of the hostel was chosen as focus area, since interaction among deaf people is important and the girls spend most of their time in it. To contribute to a more relaxing environment in this living room, secondary research was done on how nature together with the correct choice of colours can have a positive effect on humans' emotions. The living area of the hostel therefore has a central narrative and theme portraying nature as inspiration. All of the products that were designed for this space also incorporate elements of multi-sensory design. This type of design should be beneficial to the Deaf, because their other four senses are better developed than those of able people. This should also enhance their experience of the products.

M.Ed. / The advances in the education of the learners with hearing-impairment in our schools is inhibited by several factors, for example, lack of trained and dedicated teachers, the lack of full time parent commitment and participation. Communication creates another problem due to the lack of Sign language, books and training manuals, and related teaching aids in the classroom. The major problem experienced in schools for learners with hearing-impairment is that teachers are not trained or skilled in teaching learners suffering from hearingimpairment. Reflecting on the lack of trained teachers Storbeck (1997:3) states that teachers of learners with hearing-impairment in South Africa, are not required to have undergone specialised teacher training to thus qualify for teaching learners with hearing-impairment. In the first instance as a result of involvement and participation in the instruction of hearing-impaired learners, also as principal of a school dealing with hearingimpaired and partially hearing-impaired learners, the researcher has come to realise that these learners experience specific problems. Furthermore, the researcher has also gained further appreciation of the teaching practices and teaching cultures that are in existence at schools for the hearing-impaired learners. In the second instance, lack of qualified teachers seems to be an important aspect of the problem. This distinct lack of qualified teachers in this field of learning and instruction has again placed emphasis on the fact that research in this context is essential and absolutely vital. In the third instance, the Government has appealed for improvement of teaching standards and commitment in general, and in this context it is also applicable to the hearing-impaired learners and the schools serving these learners specifically. As educators, we have to create and initiate some form of action to address the problems of the hearing-impaired learner, thus creating a scenario and opportunity for them to develop and become citizens contributing to future progress and achievements. The problem is that the hearing-impaired learner does not succeed at school. The research questions are: (a) "What kind of problems do hearing-impaired learners encounter at school? and (b) what are the guidelines for teachers to adapt when teaching in the classroom of the hearing-impaired learners?" The aims of the study are: to identify the learning problems encountered by the grade 8 and 9 hearingimpaired learners in the classroom; to provide guidelines to teachers to adapt their teaching in the classroom of the hearing impaired learners.

M.Ed. (Educational Linguistics) / The construct of this study consists of the perceptions and experiences of the teachers and students of initial reading at Sizwile School for the Deaf in urban South Africa. This investigation focuses on a Sub B class, in which Sign Language is the means of communication. The research design is exploratory and descriptive as it aims to explore, describe and clarify the children's apprehension of reading. This could yield new knowledge which is rooted in a specific and complex context. The process is conducted by means of a case study (monographic study) design which includes mostly qualitative methods for data collection. The rationale for this study is that respondents' personal (ernic) views, obtained from a "bottom-up" research mode could bring more light to the body of knowledge of deaf education in South Africa. Insufficient rigorous research, the lack of educational policy, lack of more input in South African curriculum for the deaf and limited cohesive instructional theory in South African deaf education motivated the researcher to initiate this investigation. The rationale of this stidy thus circulated from the theoretical and physical context of deaf education in South Africa, as well as the researcher's personal experiential knowledge as a teacher in the only school for the deaf around Soweto (a Black Township). The research question in this inquiry has been conceptualised in a maze of conflicting opinions and practices regarding the education of the deaf and the teaching of initial reading. The experiences, activities and perceptions of a single class within a school for the deaf was explored and described argumentatively in the light of contemporary theories on language, learning, reading and deaf education. Perspectives on learning to read are discussed in order to contextualise the individual's learning to read. Also included are theories of language and of learning, presented to provide a backdrop against which the practices in deaf education will be discussed. Language is subsequently discussed as medium of communication in the education process, with a closer focus on instruction in the first language (Sign Language) of the deaf child. The other part of the conceptual framework covers reading across the curriculum. The theoretical framework is presented as support structure for the research construct and also to problematise the research question (problem) from complementary angles.

Bibliography / Thesis (M.A.) -- Stellenbosch University, 1988.

Summaries in Afrikaans and English / Text in Afrikaans / Die teoretiese doelstellings van die ondersoek behels die verkenning van sommige maatskaplike behoeftes van Dowes, asook die aard van maatskaplikewerk-hulpverlening aan Dowes in Suid-Af rika. In die empiriese ondersoek word twee aspekte ondersoek, te wete: -Dowes se menings oor maatskaplike behoeftes van Dowes; -Maatskaplike werkers in Dowesorg se menings oor maatskaplike behoef tes van Dowes en die praktyk van maatskaplikewerkhulpverlening aan Dowes. / The theoretical goals of the study include the investigation of some of the social needs of deaf people, as well as the nature of social work services to the Deaf in South Africa. The empirical research focuses on the following two aspects: -Deaf people's opinions about their social needs; -Social workers in Deaf care's opinions about the social needs of deaf people and the practice of social work services to the Deaf. / Social Work / D. Diac. (Social Work)