Challenges of teaching the deaf-blind learner in an education setting in Johannesburg: Experiences of educators and assistant educators.

BACKGROUND

Evidence suggests that educators of deaf-blind students in the South African context have specific challenges in the educational setting because of their lack of adequate knowledge on deaf-blindness and a lack of sufficient training on communication, teaching and learning strategies.

OBJECTIVES

The aim of this study was to describe the challenges experienced by educators and assistant educators of children with deaf-blindness.

METHOD

Ten educators and assistant educators were selected purposively to participate in the study (Male = 3; Female = 7; age range 31-49 years). Participants were recruited from a school for the deaf-blind in Johannesburg. Participants completed semi-structured interviews on the challenges that they experienced when educating learners who are deaf-blind.

RESULTS

Findings from the data after inductive thematic analysis suggested the following: (1) under-preparedness of educators and assistant educators, (2) communication challenges, (3) challenges related to the diversity of deaf-blind learners and (4) lack of support structures for educators and assistant educators.

CONCLUSION

There is a need for ongoing educator training on communication strategies, cultural diversity and inclusive strategies. A collaborative model of delivering training and inclusive education that will encompass educators and therapists as a means of supporting both the educator and the learner who is deaf and blind is needed. Such a collaboration may result in positive outcomes for both the educator and the deaf-blind learner.