An investigation of two different modalities of language used in an educational setting and the behaviour of deaf learners.
Date
2012-09-06
Authors
Swanepoel, Brandon
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Abstract
Research conducted on the prevalence of behavioural adjustment in Deaf children and
adolescents, in erstwhile countries, points towards an appreciably elevated percentage of
emotional and behavioural problems amongst this population group when compared to
hearing normative groups. Studies specify that the prevalence of behaviour and emotional
problems in Deaf children and adolescents varies from 4.8% to 50.3%. From existing
research conducted, it is ambiguous as to why the reported prevalence rates of
maladjustment are higher amongst Deaf children and adolescents.
This pioneering study is the first of its kind to research dissimilar modalities of language
used as the language of learning and teaching (LoLT) in schools for Deaf learners and
how this could possibly correlate to learner behaviour in the classroom. Taking into
consideration the reported pervasiveness of maladjustment in Deaf children and
adolescents; this study uses the Teacher Report Form (TRF) to investigate the types of
behaviour problems displayed by Deaf learners in the classroom. It further investigates
whether Deaf learners display certain types of behaviour problems when dissimilar
modalities of language are used as the language of learning and teaching.
The overall findings of this study suggest that teachers who use manually coded spoken
language report an elevated prevalence of behaviour problems on the TRF compared to
teachers who use South African Sign Language (SASL). Results further suggest that the
group of teachers who use SASL report somatic complaints and attention problems as the
most frequently encountered behaviour problems in their classrooms. In comparison the
group of teachers who use manually coded spoken English (MCE) report social problems
and attention problems as the most frequently encountered behaviour problems in their
classrooms. Limitations of this study and suggestions for future research are discussed.
Description
Keywords
Adjustment disorders, Deaf, Disruptive behaviour disorders, Manually Coded Spoken Language, South African Sign Language (SASL), Teacher Report Form (TRF)