Abstract:

This study is an investigation into the challenges of providing quality education to the deaf in an inclusive school.

The study is based on observation and interviews with professionals, a hearing and deaf parent from the same school with a hearing impaired unit and an established parent chat line for parents with deaf children. The professionals interviewed included a nursery nurse, teacher of the deaf (TOD) speech therapist, head teacher and the coordinator of the hearing impaired unit. School A believes that they are an inclusive school and they are providing quality education to the deaf in spite of the financial, academic ,communicative challenges. The parents on the parent chat line express all the educational concerns they have in relation to their deaf child.

Currently, relevant literature is concern with the provision of quality education for the deaf and what this entails, and with arguments for and against inclusive education.

The research method chosen was to investigate data collected through qualitative paradigm in the form of interviews, observation and a parent chat line on the internet.

The findings suggest that although quality education is being provided, the challenges of inadequate funding is affecting the provision of support services and other necessities, in the inclusive school.

From data collected it is apparent that there are many other issues which complicate the challenges that are not recognised by parents and professionals. One issue being the deaf child being more oral rather than using the ‘mother tongue’ sign language: this relates to a demand for cochlear implants as a way of having children placed in an inclusive school.

Keywords:

Challenge, Inclusive Education, mainstream school, Deaf, educators, parents.