Challenges experienced in the practice of sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe
This study sought to establish and examine challenges that could be experienced in the practice of sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe. The study was predominantly qualitative and adopted both discourse and conversation analysis...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2019
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| Online Access: | http://journalarticle.ukm.my/15663/1/31768-98214-1-SM.pdf |
| _version_ | 1796932295675871232 |
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| author | Sibanda, Patrick Tlale, Lloyd Daniel Nkoli |
| author_facet | Sibanda, Patrick Tlale, Lloyd Daniel Nkoli |
| author_sort | Sibanda, Patrick |
| collection | UKM |
| description | This study sought to establish and examine challenges that could be experienced in the practice of
sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in
Zimbabwe. The study was predominantly qualitative and adopted both discourse and conversation
analysis designs. Personal face-to-face and focus group interviews were used to collect data which
were presented in form of direct quotations and descriptive summaries and analysed using theme
identification and thick descriptions. The study revealed that the challenges experienced in the
practice of sign bilingual education as a strategy for inclusion of deaf children in Zimbabwe
included denial, negative and non-committal attitudes; limited or lack of resources and skills;
unclear policies and low enrolment of deaf children in mainstream schools. On these bases, the
study concluded that, if not mitigated, these challenges could make it difficult for the country to
realise the full benefits of sign bilingual education as a strategy for the inclusion of deaf children
in mainstream schools in the country. In response, the study recommended awareness campaigns,
training and staff development, resource mobilisation, policy review, early exposure and coenrolment as means of mitigating these challenges. |
| first_indexed | 2024-03-06T04:30:41Z |
| format | Article |
| id | ukm.eprints-15663 |
| institution | Universiti Kebangsaan Malaysia |
| language | English |
| last_indexed | 2024-03-06T04:30:41Z |
| publishDate | 2019 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| record_format | dspace |
| spelling | ukm.eprints-156632020-11-16T02:52:09Z http://journalarticle.ukm.my/15663/ Challenges experienced in the practice of sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe Sibanda, Patrick Tlale, Lloyd Daniel Nkoli This study sought to establish and examine challenges that could be experienced in the practice of sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe. The study was predominantly qualitative and adopted both discourse and conversation analysis designs. Personal face-to-face and focus group interviews were used to collect data which were presented in form of direct quotations and descriptive summaries and analysed using theme identification and thick descriptions. The study revealed that the challenges experienced in the practice of sign bilingual education as a strategy for inclusion of deaf children in Zimbabwe included denial, negative and non-committal attitudes; limited or lack of resources and skills; unclear policies and low enrolment of deaf children in mainstream schools. On these bases, the study concluded that, if not mitigated, these challenges could make it difficult for the country to realise the full benefits of sign bilingual education as a strategy for the inclusion of deaf children in mainstream schools in the country. In response, the study recommended awareness campaigns, training and staff development, resource mobilisation, policy review, early exposure and coenrolment as means of mitigating these challenges. Penerbit Universiti Kebangsaan Malaysia 2019 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/15663/1/31768-98214-1-SM.pdf Sibanda, Patrick and Tlale, Lloyd Daniel Nkoli (2019) Challenges experienced in the practice of sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe. e-BANGI: Jurnal Sains Sosial dan Kemanusiaan, 16 (1). pp. 1-12. ISSN 1823-884x http://ejournals.ukm.my/ebangi/issue/view/1177 |
| spellingShingle | Sibanda, Patrick Tlale, Lloyd Daniel Nkoli Challenges experienced in the practice of sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe |
| title | Challenges experienced in the practice of sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe |
| title_full | Challenges experienced in the practice of sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe |
| title_fullStr | Challenges experienced in the practice of sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe |
| title_full_unstemmed | Challenges experienced in the practice of sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe |
| title_short | Challenges experienced in the practice of sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe |
| title_sort | challenges experienced in the practice of sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in zimbabwe |
| url | http://journalarticle.ukm.my/15663/1/31768-98214-1-SM.pdf |
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