Deaf preservice teachers’ learning experiences at an institution of higher learning.

Abstract

The introduction of the White Paper 6, allowed students with hearing impairments to enrol in different Institutions of Higher Learning. However, their academic success was influenced by the type and the level of support they received. The aim of this study was to explore the experiences of Deaf and Hard of Hearing preservice teachers at the Institution of Higher Learning. This study intended to determine the kind of support that Deaf or Hard of Hearing preservice teachers’ need for their learning and development. The study was conducted in one Institution of Higher Learning that offers a Bachelor of Education as a teaching profession in KwaZulu-Natal, South Africa. An interpretive paradigm and an exploratory case study research design approach were adopted in this study. Three Deaf preservice teachers were purposively sampled. Qualitative data was collected through semi-structured interviews, unstructured lecture room observations, and reflective journals. The data were thematically analysed using inductive analyses, and the results are presented in this thesis as the collated key findings. The study was underpinned by the Sociocultural Theory of Cognitive Development developed by Lev Vygotsky in year 1962. Findings from the study indicated that while Deaf students are accommodated and supported in an Institution of Higher Learning, there are still some challenges that affect their learning and development. The Institution provided interpreters for each student, dictation apps, PowerPoint presentations and videos, however, there were significant gaps identified. There is a clear need for the Institution to provide more advanced learning technologies such as induction loops in lecture rooms, enhance Deaf awareness and provide more interpreters to improve Deaf students learning opportunities. Further research is required for teacher educators to explain how they support Deaf and Hard of Hearing learning.