Instrumentos y fuentes empleados para la recolección de datos

The results reflect the responses of the participants to Questions 6-11 in the Section B (2) of the questionnaire survey (Appendix 6). All items in this section correspond with supporting themes from the interview schedule that are included in Appendix 7. The objective of this section was to determine whether the educators consider the knowledge about the language skills and communication choices of learners with hearing loss as important to include these learners in mainstream classes. Figure 5.10 illustrates the responses of the participants in this section.

Figure 5.10 Language skills and communication choices

The quantitative data, in response to Questions 6-11 in the Section B (2) of the questionnaire survey, show that more than half of the respondents (56%) agreed that the knowledge regarding the language skills and communication choices of deaf learners are important for the educators, while 36% of the respondents strongly agreed with this

0% 10% 20% 30% 40% 50% 60% Strongly disagree

Disagree Neutral Agree Stronlgy Agree

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assumption. The findings also revealed that 7% of the respondents maintained a neutral attitude towards the topic discussed. Only a small number of the respondents (1%) disagreed with the statement that knowledge of the language skills and communication choices of learners is essential for educators in mainstream schools.

The findings from the quantitative data indicate that the educators view the knowledge with regard to the language skills and communication choices of deaf learners as important for their successful inclusion. They also indicated that they require information about the effect of hearing loss on the speech and language development of the learners (see 2.4.1).

All four interview participants have severe to profound hearing loss, but the new technology (hearing aids and cochlear implants) is allowing them to benefit from typical oral method of instruction and assists them in language skills development. All of them are proficient using oral language. They agreed that placement in mainstream high schools was the best option for them. In this regard the following remarks were made by the learners:

You have deaf learners that use sign language and learners, like me, who still have some hearing and do not require sign language to communicate. I think for me the placement in a mainstream school was a sort of motivation, it was not always easy, but once you start running the race, you realise you can do it ... (Participant A).

It helped me a lot (ability to use oral language), because in the future I need to start working, I will need to cope in the work environment and use my ability to speak. I need to be accepted in the society of hearing people (Participant C).

In the mainstream school I was able to use oral language.... It taught me to be independent, to do things for myself, to basically grow up in the environment that is preparing you for outside world (Participant B).

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The participants agreed that the educators of mainstream schools require knowledge regarding the different modes of communication to assist the deaf learners in their classrooms. It corresponds with literature finding where it is also emphasised that some learners with hearing loss demonstrate excellence in using oral mode of communication, but most lag significantly behind their hearing age-mates. Therefore, there is a need to identify the characteristics and skills of those learners who are more successful so that educators can promote higher language development of learners who continue to struggle (see 2.4.1).

All of the interview participants agreed that technology plays an important role in providing both appropriate and meaningful instruction to deaf learners. They noticed that educators normally know what a hearing aid is and how to use it:

They know what is hearing aid because a lot of old people wear hearing aids (Participant A).

Educators know about hearing aids, it is a common thing (Participant B).

Two of the participants mentioned that most of educators had no idea how to use an FM system and they were often reluctant to use it in the classroom even after they had been educated about it; however they both agreed that the FM system is a very good means of communication and must be used by educators in inclusive classes.

I had never used it (FM system), nobody wanted to use it at my school. I think my mother was offering to use FM system, but they refused. They didn’t want to use an FM system because it was going to be “a big thing” on the educator, they didn’t want that. I actually managed quite well at school, but if I had to go back I would take the FM system, it would have been better for me, I think (Participant B).

I have never used the FM system at school, but I am using it now at university, it really helps me, but sometimes the lecturers get a bit irritated, they don’t pin it to their clothes,

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they just leave it on the desk, but they don’t realise that when they walk away from the desk I cannot hear their voices… (Participant A).

Qualitative and quantitative findings correspond with the literature findings. According to the literature study, educators require knowledge regarding modes of communication and technology devises to support the deaf learners. The literature findings also emphasise that most of the educators in South Africa receive some form of training on the developmental aspects of learners who experience barriers to learning, but they often do not have the expertise to deal with these learners; therefore, they require support, especially in areas such as determining the level of each learner’s level of functioning in order to plan suitable intervention steps (see 2.5.1 & 2.5.2).