The inclusive paradigm requires that deaf learners are educated in regular schools. In the process of implementing inclusive policies educators often feel that they lack the necessary knowledge and experience to provide effective support for deaf learners. As a result these learners are seldom effectively catered for in regular settings and frequently tend to experience frustration and failure. This research attempted to investigate the nature and manifestations of deafness in primary school learners in order to determine effective strategies to identify and address the diverse needs of deaf learners in the regular schools. A qualitative study was conducted and data was gathered by observations and interviews with three experienced educators. The results of the empirical findings were confirmed with the literature study in order to compile practical guidelines to assist educators to support deaf learners in inclusive education settings in South Africa effectively.
|Keywords:||Inclusion of Deaf Learners, Developmental Skills, Guidelines to Support Deaf Learners, Balance and Deafness, Perceptual Skills and Deafness, Concentration and Deafness, Memory and Deafness|
Lecturer, Department of Further Teacher Education, University of South Africa, Pretoria, Gauteng, South Africa
Durban, KwaZulu Natal, South Africa
Associate Professor, Further Teacher Education, School of Education, College of Human Sciences, University of South Africa, Pretoria, Gauteng, South Africa
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