Perceptions and experiences of staff members working at schools for the deaf in South Africa

Abstract

The cognitive milestones, academic achievement and social interactions of children with hearing loss are affected by language development, early detection and intervention, and the extent of resources provided to schools for the Deaf and to families, amongst others. The responsibility of navigating these complex educational, linguistic, and psychosocial demands rests largely with the staff working in schools for the Deaf. These professionals are required to translate policy into practice, adapt curricula, support learners with diverse needs, and engage with families and communities. Limited information exists regarding the challenges and experiences of staff who are tasked with to educate and support children at schools for the Deaf in South Africa. This descriptive qualitative survey study aimed to explore the perceptions and experiences of staff members working at schools for the Deaf in South Africa. Self-administered semi-structured open-ended questionnaires were completed by 144 staff members. The data was analyzed using reflective thematic analysis. The staff's perceptions and experiences are described in five themes: language and communication, knowledge and support, educational limitations, capacity building and psychological and behavioral implications. Main issues that were raised included communication barriers, lack of knowledge and support from stakeholders, limited resources, delayed diagnosis and interventions for learners, inadequate staff training and negative educational impact from psychosocial impacts. The research suggests a need to improve approaches toward capacity building, early intervention and highlights the potential supportive role of various stakeholders. These findings could be a useful guide to assist staff working in the schools for the Deaf in overcoming challenges and enhancing their teaching environment and learner outcomes.