Sample procedures for the qualitative part of the research

In quantitative studies, the emphasis is more on relying on the judgment of the researcher to select a sample that is representative of the population or that includes subjects with the needed characteristics. Here the emphasis tends to be on representatives, whereas

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qualitative researchers are more interested in selecting cases that are information rich (McMillan &Schumacher 2010:138). Creswell (2009:220) adds that in qualitative data collection purposive sampling involves the selection of individuals who have experienced the central phenomenon under investigation, and that the purposive selection of participants represents a key decision point in qualitative study.

Johnson and Christensen (2004:215) emphasise that purposive sampling has the same limitations as any non-random sampling method. Specifically, the ability to generalise from a sample to a population on the basis of a single research study is severely limited. The optimal situation would be when the researcher specifies the criteria potential participants must meet to be included in a research study but then attempts to obtain a random sample of these people. However, this is not always possible or practical (Johnson & Christensen 2004:215). The purpose of conducting semi-structured, one-to- one interviews with four deaf learners was aimed at finding answers to the main research questions.

A total of four deaf individuals agreed to participate in this study. A long-term relationship with the participants (the researcher is employed as the specialised educator at the abovementioned Partially Hearing Unit) was advantageous to their willingness to participate in the study. They were friendly, easily accessible and willing to share their personal experiences with the researcher. Participation was voluntary.

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Table 4.1 Details of participants

Participant A Participant B Participant C Participant D

Gender Male Female Female Female

Age 21 25 25 26

Degree of hearing loss

profound profound profound profound

Year of matriculation 2010 2006 2006 2004 Qualification BSc (Civil Engineering) UKZN (2011-to date) BCom (Management) UNISA (2007-2011) BCom Honours (Management) UNISA (2012 – to date) BCom (Accounting) UKZN (2009 – to date) BCom (Accounting) UKZN (2005-2008) BCom Honours (Accounting) UNISA 2009 CA (SA) UNISA 2011 Current occupation

Student Student Student Audit manager

(Anglo American)

102 4.3.3 Participant description

The following section contains the profiles of the four participants.

Participant A

The first participant in this research is referred to as Participant A in order to ensure his anonymity. This participant is a profoundly deaf male who started his school career in 1998 in the special unit for deaf learners which was attached to a mainstream school. The classes of the unit were not as large as some mainstream classes, and also not as diverse. The educators teaching in those classes were experienced educators who had received specialised education training at the University of South Africa. They had worked with deaf learners for many years and their education and experience had helped them to acquire valuable expertise in this field. The participant was placed in a regular Grade 7 class in the same school for one year to enjoy the greater academic stimulation of the mainstream environment. During the same year he received his cochlear implant.

In 2005 he was transferred to a regular government high school. He matriculated in 2010 with four distinctions. In 2011 participant A was enrolled at the University of KwaZulu- Natal to study towards a BSc degree in Civil Engineering. He is currently studying at the university.

Participant B

The second participant in this research is referred to as Participant B. This participant is a profoundly deaf female who also started her school career at the specialised unit in 1995. During this time her cochlear implant was surgically installed. When she was in Grade 6 she was transferred to a mainstream government school. The participant matriculated in 2006 with three distinctions. She entered the University of KwaZulu-Natal in 2007 and subsequently graduated in 2011 with a Bachelor’s degree in Commerce. She will soon graduate with a BCom (Honours) degree in Management.

103 Participant C

The third participant in this research is referred to as Participant C. This participant is a profoundly deaf female who also spent the beginning of her school career at the specialised unit. She underwent surgery during her primary school years to receive a cochlear implant. At the end of Grade 7 she went to a private high school. Classes in that school were quite small. There were about 15-18 learners in the class. She matriculated from the high school in 2006 and entered the University of KwaZulu-Natal a few years later. She will soon graduate with a Bachelor’s degree in Commerce.

Participant D

The fourth participant in the research is referred to as Participant D. She also received her foundation education at the specialised unit and was transferred to a private mainstream high school. She matriculated in 2004 with five distinctions, including two for languages. She graduated with a Bachelor of Commerce degree from the University of KwaZulu-Natal, as its first deaf graduate. This participant then completed an Honours degree at the University of South Africa and graduated within one year with a second degree in Accounting Science in 2008. Soon after that she completed her articles and become the first deaf chartered accountant in South Africa. She is currently working in business assurance services at the Anglo-American Corporation. The participant uses only hearing aids; a cochlear implantation has never been performed. She has impressive skills in lip-reading and comprehending facial expressions.