Investigating the experiences of Grade 10 - 12 deaf learners in mainstream secondary schools in Namibia

Abstract

This study focused on investigating the experiences of Deaf learners in three mainstream secondary schools in Namibia. Three mainstream secondary schools formed the research sites for this study. The study investigated the experiences of Deaf learners, socially and academically, and the policy implications on the inclusive education policy implementation in Namibia. The study employed a qualitative research method to explore deeply the experiences of Deaf learners in mainstream secondary schools. This method also encourages discussion, as it allowed participants ample time and openness to express themselves. A structured interview guide with open-ended questions was used for data collection. Interviews were conducted in Namibian Sign Language and recorded into videotapes. Following this, I transcribed the verbatim interviews and analysed them, applying thematic analysis. The study reveals the inclusion of Deaf learners in the mainstream has negatively impacted their social and academic progress. Further, participants felt that mainstreaming them in schools for hearing learners has limited their participation as teachers relied on interpreters. The study found that Deaf learners preferred schools for the Deaf rather than mainstream schools. However, few participants believe that inclusion in mainstream settings helps with improved self-confidence and improved vocabulary. The study concluded that Deaf learners must be enrolled in schools for the Deaf where they will be taught by signing teachers. Furthermore, the study recommends policy review and adequate policy monitoring and evaluation of implementations. KEY WORDS: Deaf learners, mainstream schools, inclusive education, education policy, Namibian Sign Language.