Inclusive and Supportive Education Congress
International
Special Education Conference
Inclusion: Celebrating Diversity?
1st - 4th August 2005. Glasgow, Scotland
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Inclusive and Supportive Education Congress 1st - 4th August 2005. Glasgow, Scotland |
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Emma Louise Peel.
M.Ed Specialised Education: Deaf Education Department. The University of the Witwatersrand, Johannesburg, South Africa
Since 1994, South Africa has undergone extensive political changes in an attempt to redress discrimination, segregation and injustices of the Apartheid rule. Under the new constitution, all South Africans are now seen as having equal rights and status in society. The changes accompanying democratic transformation have had a ripple affect on the education system in our country, which has moved from one of segregation and discrimination on the basis of race, gender, disability etc. to a unified, centralised, national system of education aimed at meeting the needs of all learners in South Africa (Department of Education, 2001: Introduction). In accordance with Education policy post 1994, there is currently a move in South Africa toward implementing an inclusive approach to educating learners who experience barriers to learning into regular/mainstream schools. Such an inclusive philosophy is considered, at policy level, to be the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all (Department of Education, 2001). From an inclusive viewpoint, it is important that all learners are given the best education possible from an academic, emotional and social perspective and emphasis is placed on educating the whole child by meeting individual needs through the identification and accommodation of any barriers to learning. Within such an education and training system, it is important that Deaf learners are not excluded and that the practice of inclusion takes into account the needs of all Deaf learners.
The intention of the authors Masters of Education Degree by Dissertation was to provide an accurate account of the current situations in the thirty-two schools for the Deaf throughout South Africa with regards to barriers to learning and development. It examined whether these schools, currently, foster the ideals of inclusion as made explicit in White Paper Six (Department of Education, 2001). This dissertation also investigated whether Deaf learners in schools for the Deaf, have access to the most appropriate, least restrictive barrier free education. From the findings it was revealed that schools for the Deaf throughout South Africa presently do not foster inclusive principles, as many Deaf learners experience barriers to learning and development within schools for the Deaf. To address the barriers found in the findings of the study, the dissertation provides recommendations to assist principals with strategies and information necessary for transforming schools for the Deaf in order to become inclusive and thus provide Deaf learners with access to the most appropriate, least restrictive education possible.
As it appears, inclusion that promotes non-discriminatory practices with regard to language and culture is a contested area when it comes to deafness. On the one hand, hearing educators regard Deaf learners as having a special need, which they are not equipped to deal with. On the other hand, the Deaf community regards deafness not as a special need, but rather as a linguistic/cultural issue. The author of the dissertation agrees with the Deaf communities approach and regards Deaf learners not as being disabled but as being capable of achieving anything that hearing learners are able to as long as they are provided with access to Sign Language.
Barriers to Learning and Development
Education is a fundamental right, which extends equally to all learners throughout South Africa and it is the responsibility of the education system to develop and sustain learning. Factors that lead to learning breakdown and prevent learners from reaching their full potential are known as barriers to learning and development. Education White Paper 6 identifies the following as barriers to learning and development: “negative attitudes to and stereotyping of differences, inflexible curriculum, inappropriate languages or language of learning and teaching, inappropriate communication, inaccessible and unsafe built environments, inappropriate and inadequate support services, inadequate policies and legislation, non-recognition and non-involvement of parents, inadequately and inappropriately trained education managers and educators” (Department of Education 2001:7 & 18).
In order to gain an accurate view of the situation in schools for the Deaf throughout South Africa, and to see whether they follow the principles of inclusion, questionnaires based on the above mentioned barriers were sent via mail to thirty-two schools for the Deaf in South Africa. Twenty-five out of the thirty-two schools for the Deaf responded, resulting in 78% of schools for the Deaf throughout South Africa being represented in the study. The total number of Deaf learners that are accommodated in schools for the Deaf that were included totalled 4894 and the total number of educators equalled 602. This reveals that the educator/learner ratio in schools for the Deaf throughout South Africa is 1:8. This question was asked to examine whether there is uniformity with regard to educator and learner ratio across the provinces, just as the ratio of educator to learners in hearing schools remains consistent with 1:35 in each province. Findings revealed that there are still differences in numbers between provinces (Western Cape with an educator learner ratio of 1:6 while the ration in the Northern Cape is 1:19.
Negative attitudes to and stereotyping of differences
The total number of Deaf school leavers who were expected to depart with a senior primary qualification (above Grade seven) equalled 175. The results reveals that there are very few Deaf learners leaving schools for the Deaf and of these learners, many are leaving schools for the Deaf with exit levels that are very low (only 54 Deaf learners wrote the National Grade twelve exams at the end of 2003). The majority of Deaf learners leaving these schools would not have access to further education and training institutions, as not one principal in any school for the Deaf stated that any of his/her learners had taken subjects on a higher grade level, and thus had no university exemption. DEAFSA’s Memorandum to the National and Provincial Departments of Education provides further areas of concern, and stated that “Deaf learners who have been through the education and training system for 12-15 years can still not read or write a spoken language properly” (2003:8). This document further states that, “the majority of Deaf learners are leaving school with a reading and writing ability of an 9-year old” (DEAFSA, 2003:8). Thus Deaf learners in schools for the Deaf in South Africa do not have access to education on the same levels as hearing learners in hearing schools. A possible reason for the low levels of subjects offered to Deaf learners in schools for the Deaf, may be caused by educators who view deafness as a deficit (Medical Model), and feel that Deaf children cannot perform as well as hearing children(Johnson, Liddell and Erting, 1989:12).
Of all changes needed to take place in schools for the Deaf, the author of this study believes that a change in educator and principal attitude toward Deaf learners is the most important as, “paradigms are the source of our attitudes and behaviours. We cannot act with integrity outside of them” (Covey, 2001:28). We need to view Deaf learners as being capable of achieving the same outcomes as hearing learners, the only difference being through the visual modality, namely through South African Sign Language. This change in attitude cannot be forced and can only occur once education mangers and educators realise that their current methods of communication, education and paradigm create barriers to learning and development for Deaf learners, and decide that they need to change for themselves. Education managers and educators and thus schools “providing Deaf learners with equal access to education, as opposed to constructing Deafness as disability, are inclusive and equitable in the profound use of the terms” (UNESCO, 1999:20).
If education managers and educators view deafness from a socio-cultural paradigm, they not only prevent the barrier Negative attitudes to and stereotyping of differences, they will automatically understand the need for being fluent in South African Sign Language to prevent the barriers Inappropriate languages or language of learning and teaching and Inappropriate communication (Department of Education, 2001:7 & 18).
Non-recognition and non-involvement of parents
The overwhelming response from principals stated that the parental involvement in their schools for the Deaf was “poor” (80%). Reasons provided included: staying far away from schools and socio economic factors . Twelve percent of principals stated that the level of parental involvement in their school was adequate while eight percent stated that the parental involvement was good. Not one principal in any school for the Deaf throughout South Africa stated that the parental involvement was excellent.
In order to prevent the barrier of Non-recognition and non-involvement of parents from occurring the following has been suggested: Parents be involved in all aspects of the school and be given the appropriate support and acknowledgement they deserve. Parents and educators work in partnership for the benefit of the child. There be support structures, empowerment programs for parents. Parents need to be active participants in the governance of the school. There be regular communication between parents and the school. Parents need to be empowered to support their child at home and at school. Parents be involved in decision-making, developing policies and resources for the school. Education managers and educators will now see the benefit of including parents/care-givers of Deaf learners in all aspects of the school and thus preventing the barrier Non-recognition and non-involvement of parents (Department of Education, 2001:7 & 18). Parents will also see that they have a positive role to play in their Deaf child’s life and schooling and will be empowered and motivated. Parents and educators will work in partnership for the benefit of the Deaf learner. Both the hearing community as well as the Deaf Community need to be actively involved in all areas of schools for the Deaf, which will benefit the school by preventing stigmatism and barriers between the Deaf and hearing community as well as creating empowering networks.
In addition to the non-recognition of parents, findings revealed the lack of Deaf community involvement in schools for the Deaf. Currently there are 602 qualified educators employed in schools for the Deaf. Of these 586 are qualified hearing educators and, according to principals, 16 are qualified Deaf educators, which results in 97% of the total number of educators in schools for the Deaf being hearing and only 3% being Deaf. There are currently 16 qualified Deaf educators, 29 Deaf assistants working in classrooms as teacher aids, 16 Deaf cleaners, many of whom were past pupils, seven Deaf house parents working in hostels, one Deaf kitchen aid and lastly one Deaf groundsman employed in schools for the Deaf. This results in a total of 70 Deaf employees being employed in the 23 schools for the Deaf throughout South Africa.
It is crucial that Deaf learners have exposure to Deaf adults in order to have positive Deaf role models as well as Sign Language and Deaf culture mentors. Because over 90% of Deaf children are born to hearing parents Deaf adults have an important role to play in the mediation and transmition of Sign Language as well as Deaf culture, both of which cannot be transmitted thoroughly via hearing parents, educators and staff. Deaf adults provide positive role models, they can understand what it is like to grow up in a hearing world and also know that Deaf people are capable of achieving the same outcomes as hearing learners. Principals need to ensure that there are Deaf adults employed in schools for the Deaf and need to employ them in all areas of the school. Deaf educators should receive the same amount of pre and in-service training and support as their hearing colleagues. The Deaf Community needs to be involved in all aspects of the school and not only during Deaf Awareness Week.
Principals need to make sure that they only employ educators who are fluent in South African Sign Language, and if this is not possible need to ensure that there are compulsory Sign Language classes run by fluent Deaf adults. They need to encourage Deaf learners in their schools to become educators and other professionals. Principals need to see the enormous value of employing Deaf educators as well as staff such as hostel parents and assistance and including the Deaf Community in all areas of their schools, so that Deaf learners have positive Deaf role models. Hearing educators will no longer feel threatened by Deaf adults, rather seeing themselves and the Deaf adults as resources, both of whom have an equal status and responsibility in transmitting knowledge and skills within a Bilingual-Bicultural approach to literacy development.
Schools for the Deaf together with local communities need to work in partnership, as both can benefit from working together. In order to prevent the barrier of Negative attitudes to and stereotyping of difference occurring through lack of knowledge and understanding on the part of the hearing community surrounding the school or homes of Deaf learners, schools for the Deaf can become a resource. These schools can make their “physical and human resources available to the community” (Department of Education, 2002:30) by running workshops on areas such as deafness, the importance of Early Identification and Intervention. Schools could also run evening Sign Language classes for people wanting to learn as well as hire out areas of their schools as a means fundraising. This will, among other things, empower the local community and prevent stigmas towards deafness and Deaf people, while benefiting the school financially.
Inappropriate languages or language of learning and teaching and Inappropriate communication
It is clear from the above that the majority of educators in schools for the Deaf are themselves not fluent in South African Sign Language, even though legislation states that South African Sign Language should be used for teaching and learning in schools for the Deaf in South Africa. This results in the majority of educators in schools for the Deaf creating the barriers inappropriate languages or language of learning and teaching inappropriate communication (Department of Education, 2001:7 & 18). Educators not being fluent in Deaf learners first language, SASL, create these barriers, thus barriers arise from inappropriate communication, as well as from inappropriate language usage.
Deaf learners have the right to be educated in their language of choice (Sign Language) as well as belong to their linguistic minority group (Deaf Community) where they may enjoy their culture namely Deaf Culture with other members of the Deaf Community. In order for schools for the Deaf to transform into inclusive schools and prevent barriers of Inappropriate languages or language of learning and teaching and inappropriate communication ( Department of Education, 2001: 7 & 18) occurring, the following recommendations have been suggested: All education managers and educators should be fluent in South African Sign Language. There should be unified Sign Language assessment criteria, which could be developed and used in interviewing processes for all schools for the Deaf. Those educators who are not fluent need to attend compulsory Sign Language classes provided by fluent Deaf adults. In addition to being fluent in Sign Language educators of the Deaf need to be “fully acquainted with Deaf culture” (UNESCO, 1999:29). If the above-mentioned barriers are prevented then schools for the Deaf “will no longer be, as in the past, places where teachers who do not wish to learn to sign, can function. They will no longer have the option of using “total communication” (a misnomer), “simultaneous communication” (which is neither simultaneous, nor communication), speech, manually coded spoken language, or any combinations of the above” (UNESCO, 1999:28).
Inadequately and inappropriately trained education managers and educators; Inappropriate and inadequate support services and Inflexible curriculum
In order for Curriculum 2005 to be implemented in all schools throughout South Africa, all educators and education managers were required to attend specific phase training workshops. Although the Department of Education states that, “curriculum 2005 is a powerful tool in developing practices for inclusion with its outcomes-based approach” (Department of Education, 2002:73) principals in schools for the Deaf feel that the overall relevance and quality of training received was inadequate, especially with regard to Deaf learners. Principals stated that the overall relevance of Curriculum 2005 to Deaf education are as follows: Sixty percent stated it was “poor,” thirty-nine percent stated it was “adequate,” four percent chose “good” and not one principal in a school for the Deaf felt that the overall relevance of C2005 to Deaf education was excellent.
The barrier inappropriate and inadequate training identified in White Paper 6 (Department of Education, 2001:7 and 18) was thus identified as being experienced by principals in schools for the Deaf. Of the schools for the Deaf throughout South Africa a total of 84% experienced difficulty with the implementation of Curriculum 2005 (C2005) within their schools, 12% stated that they did not experience problems implementing, and no reasons were provided. The remaining 4% of principals left the question blank and no response for this were given The following areas of concern were noted: Many principals felt that C2005 needs to be adapted for Deaf learners by making the outcomes more practical. Other principals made generalizations about Deaf learners and the adaptations identified by these principals were made after focusing on what Deaf learners cannot do. Three principals stated that more time is needed to cover the work that is expected with Deaf learners. A few principals felt that the assessment criteria within C2005, needs adaptations in order to better accommodate Deaf learners in schools for the Deaf. Many principals identified Sign Language as being an area within C2005 as needing adaptations in order to accommodate Deaf learners. Lastly other principals felt that it is important to have educators of Deaf learners input with regards to C2005.
In order to prevent the above mentioned barrier the following recommendations have been made: Training with regards to the implementation of C2005 within schools for the Deaf should be facilitated by trainers who have a clear understanding of deafness and Deaf related matters and who are able to answer questions with regard to Deaf learners. The Deaf Community and Deaf educators be involved in the implementation of C2005 as well as in all training and decision making in this regard. Education mangers and educators be informed that South African Sign Language does not need to be adapted in order to accommodate Deaf learners, rather C2005 is accessible only if educators use Sign Language. Education mangers and educators need to realize that if they use SASL, longer periods of time will not be necessary to cover the expected syllabus and work should not be simplified/watered-down. Until the Department of Education provides Deaf appropriate teaching and learning materials, educators together with the Deaf Community need to work together to create their own materials. Education mangers and educators be made aware of the adaptations that are available in the assessment of Deaf learners (interpreters, video recording and extra time).
In order for schools for the Deaf to be fully inclusive they need to incorporate Deaf learners with special needs into every aspect of their school. Any learner who is Deaf regardless of special needs should be given access. Educators need to be provided with training in order to better accommodate Deaf special needs learners. Hearing disabled learners requiring spoken language, as medium of instruction would not be accommodated in the same classes as Deaf learners. The medium of instruction for teaching and learning will be only in SASL as these schools will be in line with the South African Schools Act (Department of Education: 1996:78). Results revealed that 76% of schools for the Deaf accommodate learners with special needs and only 52% of educators in schools for the Deaf are trained and equipped to educate these learners.
In order to prevent the barrier of inadequately and inappropriately trained education managers and educators the following recommendations are suggested: All education managers and educators have access to training in areas such as Sign Language and Deaf Culture which should be compulsory. In-Service training in deafness and Deaf related topics should be provided to all education managers and educators. Bursaries should be made available for educators to upgrade their current level of education and should be encouraged to attend further training from institutions that provide courses in deafness from a socio-cultural paradigm.
Education managers and educators will now follow the same curriculum that is followed in hearing schools, as they will now see Deaf learners as being able and capable of achieving the same standards as hearing learners. They will follow the Outcomes Based Education (OBE) principles and follow the guidelines found in Curriculum 2005 (C2005) and the New Revised Curriculum Statement (NRCS), and make the relevant adaptations to teaching and learning as well as assessment without ‘watering down’ or simplifying the content and expected outcomes. If education managers and educators follow the above, the barriers Inappropriate and inadequate support services;Inadequately and inappropriately trained education managers and educators’ and Inflexible curriculum (Department of Education, 2001:7 & 18) will not be experienced by Deaf learners in schools for the Deaf.
Inadequate policies and legislation
Results show that seventy percent of principals feel that present policies and legislation do not reflect the strengths of Deaf learners in their schools. In order to prevent the barriers inadequate policies and legislation ( Department of Education, 2001:7 & 18) the following recommendation have been proposed: The Department of Education be involved in schools for the Deaf. SASL be recognized as an official language in South Africa and thus be an official language learning area subject. The Department of Education enforce that SASL be the medium of instruction for teaching and learning in all classrooms in schools for the Deaf. There be official changes in the education and training of Deaf learners based on a national institutional needs analysis of the strengths and areas of weakness identified amongst Deaf learners
Education managers and educators need to fight for the rights of Deaf learners and need to join and support organisations such as the Deaf Federation of South Africa (DEAFSA) and demand that barriers caused by Inadequate policies and legislation (Department of Education, 2001:7 & 18) by the Department of Education as well as the National Government of South Africa be corrected and prevented. They need to put pressure on the Government to include South African Sign Language as an official language of South Africa. Education managers and educators need to ensure that they receive appropriate support from relevant parties, rather than taking a passive role and waiting for others to take charge and make a difference. They need to form cluster groups with other interested parties, hearing schools and other schools for the Deaf, in order to motivate, challenge, support and uplift each other and thus improve the standard of education in schools for the Deaf. If this occurs, the barrier Inappropriate and inadequate support services (Department of Education, 2001:7 & 18) will be prevented.
Inaccessible and Unsafe Build Environments
As most of the schools for the Deaf, as well as the majority of other schools were designed and built before the National Building Regulations of 1996 where all buildings needs to take accessibility of all South African into account, many of them do not “adhere to the new building standards and accessibility needs to be enhanced” (Department of Education, 2002:53). Accessibility needs to be viewed in terms of geographical location of the school, and a school for the Deaf should therefore be “situated in an area which is accessible to community members and should have essential services within easily reachable distance” (Department of Education, 2002:53). Other areas needing attention with regards to improving accessibility in schools for the Deaf are simple structural changes such as accessible toilets for physically impaired Deaf learners, electricity and running water, indicator lights for break times and emergencies, ramps for Physically Challenged Deaf learners etc.
Further physical furniture requirements and changes such as overhead projectors for educators (so they do not have to turn their backs on Deaf learners during teaching and learning), seating arrangements (arranging table and chairs into a semi-circle may assist Deaf learners in being able to see their peers and thus be able to fully participate in teaching and learning activities; as well as tables facing away from the door/busy passage as Deaf learners will be distracted by the vibrations people walking past and lighting changes as people walk they make shadows, changes in light etc.), good lighting (crucial for Deaf learners who need to rely on seeing what is being signed), wooden floors and light switches (Deaf appropriate ways of getting Deaf learners attention, stamping on floors and flashing of light switches) etc. In order to “create a welcoming environment: learners and educators need to be safe on their way to and from school” (Department of Education, 2002:54) as well as in their school grounds which includes classrooms, playgrounds and hostels.
Schools for the Deaf throughout South Africa are “in their current form, contrary to the spirit of inclusion” (UNESCO, 1999:16) because they neither prevent nor address barriers to learning and development. These barriers prevent Deaf learners from having equal access to education as that offered to hearing learners “provided in mainstream schools” (UNESCO, 1999:19), they do however provide Deaf learners with access to other Deaf learners as well as Deaf role models, both of which are crucial for their social and emotional development.
It is crucial that schools for the Deaf take proactive steps in transforming their schools into inclusive Sign Language medium education facilities (Storbeck, 2004). If they provide Deaf learners access to education in the language of their choice, namely through South African Sign language, Deaf learners will have access to education and school that cater to Deaf learners will be seen as “inclusive and equitable in the more complex use of the terms” (UNESCO, 1999:8). Deaf learners will then have the option of attending these schools that offer sign language as the medium of instruction, which will be accessible and will foster learning and development.
To conclude, if educators working in schools for the Deaf identify and make the necessary changes, follow the principles of an inclusive education system, and prevent barriers to learning and development, these schools may “celebrate diversity through recognizing potential, increasing participation, overcoming and reducing barriers, and removing stigmatisation and labelling” (Department of Education, 2002:41). This will result in schools for the Deaf being the most appropriate, least restrictive, barrier free education system for Deaf learners in South Africa where Deaf learners once leaving these schools, will be productive members of South African society.
Covey, S.R . (2001), The Seven Habits of Highly Effective People. Restoring the Character Ethic. Simon and Schuster: London
Deaf Federation of South Africa (DEAFSA) (2003), Memorandum to the National and Provincial Departments of Education. DEAFSA: Johannesburg
Department of Education (2002), Draft Guidelines for the Implementation of Inclusive Education (Second Draft). Directorate: Inclusive Education. Pretoria
Department of Education (2001), Education White Paper 6. Special Needs Education. Building an Inclusive Education and Training System. Government Printer: Pretoria
Department of Education (1996), South African Schools Act No84 of 1996. Department of Education: Pretoria
Johnson, Liddell and Erting (1989), Unlocking the Curriculum: Principals for Achieving Access in Deaf Education. Paper 89-3. Gallaudet University Press: Washington DC
Peel, E.L . (2004), Inclusive Practice in South Africa. A Deaf Education Perspective. Unpublished.
Storbeck, C (2004), Paper Presented at the ‘Building Bridges to Access’ International Conference on Deaf Education. Park Hyatt Hotel, Rosebank, Johannnesburg
United Nations Education, Scientific and Cultural Organization (UNESCO) (1999), Inclusive Education and the Deaf Child in South Africa. UNESCO Consultation Report. UNESCO Pretoria Office: Pretoria
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