Nothing for us without us: Student-identified approaches that can support the inclusion of deaf students in South African secondary schools

References

• Adam, A., Fortier, P., Schiel, G., Smith, M., & Soland, C. (1990). Listening to learn. Alexander Graham Bell Association for the Deaf.
   Google Scholar
• Adeoye-Olatunde, O. A., & Olenik, N. L. (2021). Research and scholarly methods: Semi-structured interviews. Jaccp: Journal of the American College of Clinical Pharmacy, 4(10), 1358–1367. https://doi.org/10.1002/jac5.1441
   Google Scholar
• Adewumi, T. M., & Mosito, C. (2019). Experiences of teachers in implementing inclusion of learners with special education needs in selected Fort Beaufort District primary schools, South Africa. Cogent Education, 6(1), 1703446. https://doi.org/10.1080/2331186X.2019.1703446
   Web of Science ®Google Scholar
• Annamma, S. A., Ferri, B. A., & Connor, D. J. (2018). Disability critical race theory: Exploring the intersectional lineage, emergence, and potential futures of DisCrit in education. Review of Research in Education, 42(1), 46–71. https://doi.org/10.3102/0091732X18759041
   Web of Science ®Google Scholar
• Ayaya, G., Makoelle, T. M., & Van Der Merwe, M. (2021). Developing a framework for inclusion: A case of a full-service school in South Africa. International Journal of Qualitative Studies in Education, 36(10), 1996–2014. https://doi.org/10.1080/09518398.2021.1956616
   Google Scholar
• Baglieri, S. (2022). Disability studies and the inclusive classroom: Critical practices for embracing diversity in education. Taylor & Francis.
   Google Scholar
• Bell, D., Carl, A., & Swart, E. (2016). Students with hearing impairment at a South African university: Self-identity and disclosure. African Journal of Disability, 5(1), 1–9. https://doi.org/10.4102/ajod.v5i1.229
   Google Scholar
• Bell, D., & Swart, E. (2018). Learning experiences of students who are hard of hearing in higher education: Case study of a South African university. Social Inclusion, 6(4), 137–148. https://doi.org/10.17645/si.v6i4.1643
   Web of Science ®Google Scholar
• Belotto, M. J. (2018). Data analysis methods for qualitative research: Managing the challenges of coding, interrater reliability, and thematic analysis. The Qualitative Report, 23(11), 2622–2633. https://doi.org/10.46743/2160-3715/2018.3492
   Web of Science ®Google Scholar
• Bornman, J., & Rose, J. (2010). Believe that all can achieve: Increasing classroom participation in learners with special support needs. Van Schaik.
   Google Scholar
• Braun, V., & Clarke, V. (2008). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Chelius, S., Jonker, B. E., & Brouwers, M. (2022). Exploring the job demands experienced by employees with hearing impairment in South Africa. SA Journal of Human Resource Management, 20(0), a1998. https://doi.org/10.4102/sajhrm.v20i0.1998
   Web of Science ®Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
   Google Scholar
• Domínguez, A. B., Carrillo, M. S., del Mar Pérez, M., & Alegría, J. (2014). Analysis of reading strategies in deaf adults as a function of their language and meta-phonological skills. Research in Developmental Disabilities, 35(7), 1439–1456. https://doi.org/10.1016/j.ridd.2014.03.039
   PubMed Web of Science ®Google Scholar
• Donohue, D. K., & Bornman, J. (2014). The challenges of realising inclusive education in South Africa. South African Journal of Education, 34(2), 1–14. https://doi.org/10.15700/201412071114
   Web of Science ®Google Scholar
• Engelbrecht, P. (2020). Inclusive education: Developments and challenges in South Africa. Prospects, 49(3), 219–232. https://doi.org/10.1007/s11125-020-09499-6
   Google Scholar
• Engelbrecht, P., Savolainen, H., Nel, M., Koskela, T., & Okkolin, M. A. (2017). Making meaning of inclusive education: Classroom practices in Finnish and South African classrooms. Compare: A Journal of Comparative and International Education, 47(5), 684–702. https://doi.org/10.1080/03057925.2016.1266927
   Web of Science ®Google Scholar
• Goodley, D. (2016). Disability studies: An interdisciplinary introduction (2nd ed.). Sage.
   Google Scholar
• Goodley, D., Lawthom, R., Liddiard, K., & Runswick-Cole, K. (2019). Provocations for critical disability studies. Disability & Society, 34(6), 972–997. https://doi.org/10.1080/09687599.2019.1566889
   Web of Science ®Google Scholar
• Hoffmann, L., Närhi, V., Savolainen, H., & Schwab, S. (2021). Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions. Journal of Research in Special Educational Needs, 21(4), 312–322. https://doi.org/10.1111/1471-3802.12529
   Web of Science ®Google Scholar
• Johnson, B., & Christensen, L. (2004). Educational research: Quantitative and qualitative approaches. Boston: Allyn and Bacon.
   Google Scholar
• Kelly, J., Mckenzie, J., Watermeyer, B., Vergunst, R., Karisa, A., & Samuels, C. (2022). ‘We need to go back to our schools, and we need to make that change we wish to see’: Empowering teachers for disability inclusion. International Journal of Disability, Development and Education, 71(4), 1–17. https://doi.org/10.1080/1034912X.2022.2141696
   Google Scholar
• Love, H. R., & Beneke, M. R. (2021). Pursuing justice-driven inclusive education research: Disability critical race theory (DisCrit) in early childhood. Topics in Early Childhood Special Education, 41(1), 31–44. https://doi.org/10.1177/0271121421990833
   Web of Science ®Google Scholar
• Makuya, D., & Sedibe, M. (2021). Exploring the challenges that are faced by teachers in the implementation of inclusive education at grade 9 level IN gauteng north district schools in South Africa. Interchange, 52(4), 561–576. https://doi.org/10.1007/s10780-021-09429-1
   Google Scholar
• Manti, S., & Licari, A. (2018). How to obtain informed consent for research. Breathe, 14(2), 145–152. https://doi.org/10.1183/20734735.001918
   Web of Science ®Google Scholar
• Mapepa, P., & Magano, M. D. (2018). Support to address barriers to learning for learners who are deaf. African Journal of Disability, 7(1), 1–8. https://hdl.handle.net/10520/EJC-11ef0a4074
   Google Scholar
• Marschark, M., Shaver, D. M., Nagle, K. M., & Newman, L. A. (2015). Predicting the academic achievement of deaf and hard-of-hearing students from individual, household, communication, and educational factors. Exceptional Children, 81(3), 350–369. https://doi.org/10.1177/0014402914563700
   PubMed Web of Science ®Google Scholar
• Materechera, E.K. (2020). Inclusive education: Why it poses a dilemma to some teachers. International Journal of Inclusive Education, 24(7), 771–786. https://doi.org/10.1080/13603116.2018.1492640
   Web of Science ®Google Scholar
• Matolo, M. F., & Rambuda, A. M. (2022). Evaluation of the application of an inclusive education policy on screening, identification, assessment and support of the learners at schools in South Africa. International Journal of Education and Practice, 10(1), 11–24. https://doi.org/10.18488/61.v10i1.2274
   Google Scholar
• Mdepa, W., & Tshiwula, L. (2012). Student diversity in South African higher education. Widening Participation and Lifelong Learning, 13(1), 19–33. https://doi.org/10.5456/WPLL.13.S.19
   Google Scholar
• Meltz, A., Herman, C., & Pillay, V. (2014). Inclusive education: A case of beliefs competing for implementation. South African Journal of Education, 34(3), 1–8. https://doi.org/10.15700/201409161049
   Web of Science ®Google Scholar
• Merriam, S. B. (2015). Qualitative research: Designing, implementing, and publishing a study. In V. Wang (Ed.), Handbook of research on scholarly publishing and research methods. IGI Global. (pp. 125–140). https://doi.org/10.4018/978-1-4666-7409-7.ch007
   Google Scholar
• Morningstar, M. E., Shogren, K. A., Lee, H., & Born, K. (2015). Preliminary lessons about supporting participation and learning in inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 40(3), 192–210. https://doi.org/10.1177/1540796915594158
   Web of Science ®Google Scholar
• Naraian, S. (2021). Making inclusion matter: Critical disability studies and teacher education. Journal of Curriculum Studies, 53(3), 298–313. https://doi.org/10.1080/00220272.2021.1882579
   Web of Science ®Google Scholar
• Office on the Status of Disabled Persons, South Africa. (1997). Integrated National Disability Strategy—White Paper. https://www.independentliving.org/docs5/SANatlDisStrat.html#anchorContents: Office on the Status of Disabled Persons, South Africa.
   Google Scholar
• Penn, C., & De Andrade, V. (2017). Informed consent and deafness in South Africa: Guidelines for clinicians and researchers. South African Journal of Bioethics and Law, 10(2), 58–61. https://doi.org/10.7196/SAJBL.2017.v10i2.541
   Google Scholar
• Slee, R. (2018). Inclusive education isn’t dead, it just smells funny. Routledge.
   Google Scholar
• Spratt, J., & Florian, L. (2015). Inclusive pedagogy: From learning to action. Supporting each individual in the context of ‘Everybody’. Teaching and Teacher Education, 49, 89–96. https://doi.org/10.1016/j.tate.2015.03.006
   Web of Science ®Google Scholar
• Storbeck, C., & Young, A. (2016). The HI HOPES data set of deaf children under the age of 6 in South Africa: maternal suspicion, age of identification and newborn hearing screening. BMC Pediatrics, 16(1), 45. https://doi.org/10.1186/s12887-016-0574-1
   PubMedGoogle Scholar
• Vaz, S., Wilson, N., Falkmer, M., Sim, A., Scott, M., Cordier, R., & Falkmer, T. (2015). Factors associated with primary school teachers’ attitudes towards the inclusion of students with disabilities. PLoS One, 10(8), e0137002. https://doi.org/10.1371/journal.pone.0137002
   Web of Science ®Google Scholar
• Western Cape Government. (2022). National month of deaf people. https://www.westerncape.gov.za/general-publication/national-month-deaf-people.
   Google Scholar
• Wolbers, K. A., Dostal, H. M., Cihak, D., & Holcomb, L. (2020). Written language outcomes of deaf elementary students engaged in authentic writing. The Journal of Deaf Studies and Deaf Education, 25(2), 224–238. https://doi.org/10.1093/deafed/enz047
   PubMed Web of Science ®Google Scholar
• Young, A., Ferrarini, L., Irving, A., Storbeck, C., Swannack, R., Tomkins, A., & Wilson, S. (2019). ‘The world is full of magic things, patiently waiting for our senses to grow sharper’ (WB Yeats): Enhancing resilience among deaf young people in South Africa through photography and filmmaking. Medical Humanities, 45(4), 416–427. https://doi.org/10.1136/medhum-2019-011661
   PubMed Web of Science ®Google Scholar