Vol 2 Issue 1 January 2015-February 2015
Lincoln Hlatywayo, Augustine Zano Muranda
Abstract: This paper is part of a broad study that looked at the impact of hearing loss on literacy skills development. The paper explores the role of the home and the school in the development of literacy skills among learners with hearing impairments. The study employed mixed methods where both qualitative and quantitative techniques were used. However, the case study design largely underpinned the study. The representative sample was composed of five educators (two teachers and three administrators) and 10 parents who were conveniently selected. Questionnaires, interviews and observation were the data gathering tools used. The results showed that no workshops were ever held to staff develop teachers on the teaching of students with hearing impairment. There was also no meaningful communication and direct contact between teachers of the deaf and parents of deaf children. The present curriculum does not support both English and Zimbabwe Sign Language needed for literacy development in student with hearing impairments. The study recommended that educators must be provided with solid training in Special Needs Education, at both pre-service and in-service levels. It was also recommended that Language development should be the primary consideration when teaching students who are pre-lingually deaf (either born deaf or became deaf before acquiring language).
: literacy development, hearing impairment, sign language, deaf, educators.
: Provisions That Facilitate Literacy Development among Learners with Hearing Impairments
: Lincoln Hlatywayo,Augustine Zano Muranda
International Journal of Novel Research in Interdisciplinary Studies