3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item An investigation of two different modalities of language used in an educational setting and the behaviour of deaf learners.(2012-09-06) Swanepoel, BrandonResearch 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.Item The educational experiences of the deaf adolescents attending a school for the deaf in Gauteng.(2012-07-05) Van Zyl, NicolaThis study aimed to describe the educational experiences of deaf adolescent learners attending a school for the deaf in South Africa. The specific objectives of the current study included: (a) obtaining a detailed description of the educational experiences of deaf adolescent learners; (b) establishing with which rhetoric (medical vs. cultural) the deaf adolescents could best identify; (c) establishing the potential influence on individual identity development of the established affiliations with the opposing models of deafness. Ten deaf adolescents ranging between 14 and 16 years, attending a single school for the deaf were selected as participants for the current study. A basic research design and a qualitative approach, embedded within the theory of social constructivism were employed. Two pilot studies were conducted in order to establish the feasibility of the current study. Thereafter, interviews as per the ‘interview guide approach’ were administered. Field observations within the school context and file reviews were also conducted. Thematic content analysis was employed and the identified themes were described qualitatively. Results revealed the emergence of three themes. Within these themes, the adolescents’ experiences included: limited SASL role models both at home and at school, negative educational encounters as well as positivity and hope for the future. Experiences characteristic of the medical model and socio-cultural model of deafness were reported and factors affecting these affiliations were described. The researcher concluded that a level of affiliation with both the medical and the sociocultural models of deafness existed for the participants. The impact of these affiliations on identity construction was explored and a model of identity development, the multiculturalexperience model, was proposed. The education of deaf individuals in South Africa shows room for significant growth. By adjusting government education policies for deaf education as well as supporting the goals of early intervention, deaf learners can reach their full potential regardless of the mode of communication favoured.Item A teacher's journey into problem solving mathematics with deaf learners.(2010-02-26T07:32:54Z) Scott-Wilson, RinaThe main objective of this study was to explore how Deaf learners orientate to a problem solving mathematics curriculum. The study took the form of an autoethnography situated in critical pedagogy. Purposeful sampling was used to select Grade 9 learners from a local school for the Deaf as participants. Data was collected from the learners using a structured questionnaire, viz. Students Orientation to Mathematics (SOM), as well as through focus group sessions and personal interviews. In addition, teachers’ and parents were interviewed to ascertain the general orientation of Deaf learners to mathematics and to identify barriers that may prevent these learners from progressing optimally in their studies of mathematics. Although the learners had difficulties in accessing particular pedagogical aspects of problem solving mathematics, the findings showed a slight increase in the learners’ study attitude and study habits towards mathematics and in their problem solving skills. Moreover, the learners particularly enjoyed the activity element of the problem solving curriculum. At the end of the study the learners indicated that they preferred a modeling problem solving approach to a more traditional way of teaching mathematics. Although the study points out that implementing a problem solving curriculum into a Deaf classroom is not necessarily straightforward, it does suggest that with exposure Deaf learners can develop a propensity for working within a cognitively rich problem solving environment.Item A narrative exploration of educational experiences on deaf identity.(2009-01-08T08:27:30Z) McIlroy, Guy WilliamThis study explores from the perspective of deaf persons, how the identity of deaf persons is shaped by their educational experiences. Previous studies on identity by Erickson (1984) and Leigh (2001) on deaf persons have located identity within either the medical model, as a discourse of assimilation, or within the reactive social model, as a discourse of human rights. It is argued that the ‘first wave of deaf identity politics’ (Wrigley, 1996) of the medical and social model binary are sites of oppression and resistance. This binary provides both an insufficient and a static explanation of deaf identity as a victim is increasingly at odds with the lives of deaf persons in a post-modern ontology. Subsequently, this study engages in exploring the post-modern driven ‘second wave of identity politics’ and proposes a bi-cultural Dialogue model that recognises and explores, through cross-cultural exploration, the complexity and fluid construction of a DeaF identity. Later, the contributions of Bat-Chava (2000); Glickman (1993) and Ohna (2006) towards deaf identity are discussed within the post-modern educational framework. This ethnographic study explores the identity development of nine deaf participants through their narratives. The inclusion of the researcher as a DeaF participant in this study provides an auto-ethnographic gateway into exploring the lives of deaf/Deaf/bi-bi DeaF persons. The themes of ‘significant moments’; ‘connections at home and school’ and ‘deaf identity development’ were investigated. This study investigated the educational experiences of both deaf learners who attended regular mainstream schools and also deaf learners who attended schools for the Deaf. The findings suggest that deaf identity is not a static concept, but a complex ongoing quest for belonging and acceptance of being deaf through ‘finding ones voice’ in a hearing dominant society. This study challenges educators, parents and researchers through using dialogue and narrative tools to broaden their understanding of deaf identity and the dignity associated with being a deaf person.Item Deaf teachers' experience of being students at the University of the Witwatersrand.(2009-01-08T05:59:38Z) Magongwa, LucasDue to the specialist nature of their use of a visual language, Deaf and hard of hearing students have unique experiences at institutions of higher education. This research explored the experiences of Deaf teachers as students at Wits University. I employed a qualitative research design in the study. In -depth interviews and documentary information were used to collect data from twelve current and past Deaf and hard of hearing students. Current theory, practice and legislation designed to guide the creation of an inclusive education society were examined in order to explore the implications they have for Deaf students in terms of inclusion and access to education. The findings showed high level of academic competitiveness among the Deaf and hard of hearing students but low social participation. Their academic success was driven by factors such as commitment to Deaf education, the availability of interpreting services, having Deaf peers and their pre-university experiences.