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The authors aimed to describe the educational experiences of deaf adolescent learners attending a school for the deaf in South Africa.
Analysis of interviews with deaf adolescents was performed and the results revealed the emergence of interesting themes.
Within these themes, the adolescents’ experiences included: limited South African Sign Language role models and experiences characteristic of both the medical model and socio-cultural model of deafness.
Factors affecting these affiliations were described and the impact of these affiliations on identity construction was explored.
A model of identity development is also proposed.
The education of deaf individuals in South Africa shows room for significant growth.
By adjusting government education policies for deaf education as well as supporting the goals of early intervention, deaf learners can reach their full potential regardless of the mode of communication favoured.
This book is intended as an academic text for health care and allied healthcare professionals as well as education practitioners and students in the areas of disability, rehabilitation, special education, and deaf studies.
N Burger: MA (Audiology); clinician and lecturer, University of the Witwatersrand;K Khoza-Shangase: PhD (Audiology); Associate Professor and Head of Department; Speech Pathology & Audiology, University of the Witwatersrand;J Neille: MA (Speech-Language Pathology); clinician and lecturer, University of the Witwatersrand
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