Teaching Deaf learners in multi-grade classes: Perceptions from a rural Mpumalanga special school

Abstract

Background: Teaching Deaf learners in multigrade classes contributes to learning challenges and requires implementation of curriculum differentiation. However, limited South African Sign Language (SASL) proficiency and learning resources hinder inclusive education in special schools.
Objectives: This study aimed to explore teachers’ perceptions in supporting Deaf learners in multigrade classrooms, focusing on challenges and teaching strategies for inclusive education.
Method: A qualitative approach with a descriptive phenomenological design was used. Six teachers from a special school were selected using purposive sampling. Data collection involved focus group discussions, classroom observations, document analysis, and field notes. Thematic analysis was employed to generate findings.
Results: Teachers face persistent challenges, including inadequate resources, limited SASL proficiency, and insufficient professional development. To address these challenges, they employ multimodal teaching strategies, advocate for enhanced SASL training, and integrate visual aids to foster inclusive learning.
Conclusion: Teachers used gestures, assistive technologies and visual aids in supporting Deaf learners. The Department of Basic Education should implement structured SASL training, expand access to assistive technologies, and develop an inclusive curriculum tailored to Deaf learners’ needs. Continuous professional development and systematic monitoring are essential for improving teacher effectiveness and promoting inclusive education.
Contribution: This study contributes to the understanding of teacher experiences in supporting Deaf learners in multigrade classes, systemic barriers and adaptive strategies they employ to manage multigrade deaf education. Furthermore, the findings of this study will inform future teacher training on the use of SASL and provide policy recommendations to improve curriculum differentiation.