ArticleThe South African journal of communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings2025
Hard of hearing learners in a school for the deaf: A case study in the Eastern Cape province.
Article in The South African journal of communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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2 citing papers in PubMed.
- Inclusive instructional communication in higher education: A comparative policy analysis of South Africa and Malawi.The South African journal of communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings · 2026Article
- Teaching Deaf learners in multi-grade classes: Perceptions from a rural Mpumalanga special school.African journal of disability · 2025Article
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Abstract
backgroundLearners who are hard of hearing (HoH) in the Eastern Cape typically attend special schools for the deaf. Failures in mainstream schools result in learners being placed at a special school where South African Sign Language (SASL) is used as the medium of instruction. This is despite learners having residual hearing compared to their d/Deaf peers. This scenario is common in South Africa and often poses a dilemma for professionals in the field.
objectivesThe objectives of this study were to describe the contextual factors of the audiological history (cause of hearing loss, age of diagnosis and use of amplification) and the communicative function of learners, to explore the school experiences of HoH learners in terms of their classroom and social experiences and to describe learners' views on self-identity.
methodThe study participants consisted of two groups, learners (eight) and their parents or caregivers (six). A case study design was used. The data sources for the study included participant interviews, direct observations and a review of records. Thematic analysis and descriptive statistics were used for data analysis.
resultsThe learners used SASL and had positive school experiences. They could communicate effectively in SASL and identified with the school community and Deaf Culture. Learners used speech-reading and some oral language. Parents and caregivers could not communicate in SASL with their children.
conclusionLearners who are HoH had a sense of belonging in a school for the deaf where SASL is used as a medium of instruction.Contribution: The findings contribute to the understanding of learners who are HoH in the South African Special Needs Education context where research of this nature is lacking.
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