Providing a supportive physical environment

It is not such a widely known fact that the physical environment can create barriers to adaptation of deaf learners in the inclusive classrooms (see 3.4.3). The physical environment includes aspects such as classroom spaces, classroom infrastructure, arrangement of furniture, level of noise and class size. It is very important for educators to keep these factors in mind when trying to include deaf learners in mainstream settings.

All of the participants stressed the importance of appropriate adaptations of classroom physical environment. They emphasised that educators must make sure that they stand or sit facing the learner. They should not cover their faces when they talk. The participants also stated that deaf learners should be seated as close as possible to the educator. The lighting in the classroom has to be good to ensure that deaf learners can see the educator’s face, hands and lips.

It is important for the educator to face the learner.... When the educator is staying at the back of the classroom you can’t hear him properly, you can’t lip-read as well. I always used to sit in front of the classroom to see the educator (Participant B).

When communicating with deaf learners, you have to face them. They need to see you properly. They also should sit closer to the front of the classroom (Participant A).

The educators always need to face deaf learners, sometimes they talk while they are writing on the board. They need to make sure that they face deaf learners when they explain to them what to do (Participant C).

It is critical to face deaf learners when you are talking, it is about the light as well, they have got to be able to see your face (Participant D).

The participants also mentioned the negative impact of the background noise on deaf learners’ understanding of the school material.

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A fan, an aircon, screaming might affect deaf learners’ hearing, when the classroom is noisy it is very difficult for deaf learner to understand the educator (Participant C).

If all background noises were eliminated it would be perfect, but in today’s society you always have noisy classrooms or some students talking on the background. In a public school, like I was, you always have students talking (Participant A).

When children around you are making too much of noise you might miss out what the educator is saying (Participant B).

It was suggested that deaf learners use an FM system in a noisy classroom. Educators need to ensure that it is worn on their person, and that it is in good working order.

In case of noisy classroom, the FM system could be effective, as it eliminates all background noises (Participant B).

The FM system helps a lot, you aren’t able to hear background noises, you can focus on the educator’s voice. I used the FM system a lot in high school. The educators were quite happy to use it, the problem was that they sometimes kept forgetting to switch it on, I had to remind them to switch the system on time to time (Participant C).

The FM system can be used to eliminate background noises, I had to carry the FM system from one class to another, but I don’t think it is impossible to do (Participant D).

In the literature review it has also been emphasised that educators should seek the help of specialists and others who can provide guidance in making the learning environment as effective as possible for all learners in the class. The specialists can also provide suggestions about the use of various visual aids and classroom organisers that will help deaf learners gain more from traditional classroom settings (see 3.4.3).

157 5.3.9 Adapting assessment practices

The results involve the responses of the participants to Questions 1-8 in the Section D (8) of the questionnaire survey (Appendix 6). All items in this section correspond with supporting themes from the interview schedule that are included in Appendix 7. The objective of this section was to determine whether educators of the mainstream schools view knowledge in adapting assessment practices to understand the level and the ways in which deaf learners function in mainstream settings as important. Figure 5.17 illustrates the results of the respondents to this section.

Figure 5.17 Adapting assessment practices

The quantitative data, in response to Questions 1-8 in the Section D (8) of the questionnaire survey, show that a majority of participants (53%) agreed that knowledge regarding adapting assessment practices in mainstream settings is important for the mainstream school educators, while 22% of the participants strongly agreed with this idea. The findings also revealed that 21% of the respondents maintained a neutral attitude with regard to the statement discussed. On the other hand, only a very small number of the participants (4%) indicated that they disagree that knowledge regarding adapting assessment practices to accommodate deaf learners in mainstream settings are important for the educators.

0% 10% 20% 30% 40% 50% 60% Strongly disagree

Disagree Neutral Agree Strongly agree

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The findings of the quantitative inquiry reveal that the majority of educators consider the knowledge about adapting assessment practices. Adaptation in assessment includes changing aspects of the presentation of tests, the way in which tests are administered and also the content of test questions. Thus, equipping educators with the relevant knowledge and appropriate skills with regard to the adaptation of assessment practices must be regarded as a crucial element of the successful inclusion of deaf learners in mainstream classrooms (see 3.4.4).

As indicated in the literature reviews (see 3.4.4), all assessment procedures should be appropriate and relevant to the realities of deaf learners and should be built into the teaching and learning process. It is necessary for educator to be clear about the outcomes of the lesson and have knowledge of the learner’s background and try to match the task with the leaner’s style and interests.