This study employs qualitative methods to explore the tensions experienced by deaf young people with hearing parents, hearing parents with little or no experience of deafness prior to the birth of their deaf children and language teachers with a lack of skills and knowledge of deafness in the implementation of an inclusive education system in Brunei Darussalam. The empirical evidence I used to develop and support my thesis involves data I have generated using a variety of data collection tools, and includes analysis of documents, interviews with 12 deaf people age 18-25 years old, 4 hearing parents and 4 teachers together with 8 hours of classroom observations. A thematic analysis was conducted to identify prevalent similarities in the participant’s responses. Underachievement among young deaf people was due to undeveloped language. Undeveloped language for communication is the major theme identified. This study argues that while certain barriers to participation in hearing inclusive classrooms and hearing environments may be being removed, perceptions of the deaf as being unable to communicate remain embedded in dominant disability discourse (Lang, 2001). The study’s conclusions are drawn within the context of proposing a framework for a holistic, integrated, community based educational support structure for Brunei Darussalam that meets the support requirements of deaf young people (DYP), parents and teachers within inclusive schools.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:582896 |
| Date | January 2012 |
| Creators | Haji Shahminan, Hajah Norbayah |
| Contributors | Rivers, I.; Rogers, C. |
| Publisher | Brunel University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://bura.brunel.ac.uk/handle/2438/7693 |
Page generated in 0.0022 seconds