Inclusion of learners with mild hearing impairments: Teachers’ views on their language, social and academic development

Abstract

Inclusion of learners with mild hearing impairments in mainstream classes contributes to their language, social and academic development. These learners require adequate support from the teachers to succeed in the classroom. However, such an endeavour requires that teachers are appropriately prepared and supported. With this study we investigated teachers’ strategies for inclusion that enhance the language, social and academic development of learners with hearing impairments in mainstream classes. This was a qualitative case study. Data were collected from 2 purposefully selected female teachers at a mainstream school that admits learners with mild hearing impairments. The school is in Soweto, South Africa. Data were collected primarily through individual interviews and analysed thematically for content. Teachers held positive views about the inclusion of learners with mild hearing impairments in mainstream schools. They highlighted the use of 2 inclusive strategies, namely, repeated reading, and peer-assisted reading as strategies for facilitating inclusion. Such strategies enhance learners’ language and social development, and ultimately contribute to academic success. Furthermore, they mentioned that a shortage of facilities, a lack of support through teacher-parent collaboration and a lack of training in inclusion were hindrances to inclusion of learners with mild hearing impairments. The conclusion is that inclusive teaching strategies should be learner-centred and allow full participation for all learners. Thus, regarding the teaching of semantics, it is recommended that more emphasis is placed on listening, speaking and constant reading.