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Deaf Education Beyond the Western WorldContext, Challenges, and Prospects$
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Harry Knoors, Maria Brons, and Marc Marschark

Print publication date: 2019

Print ISBN-13: 9780190880514

Published to Oxford Scholarship Online: March 2019

DOI: 10.1093/oso/9780190880514.001.0001

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Deaf Education Policies in Zimbabwe

Deaf Education Policies in Zimbabwe

Chapter:
(p.135) 8 Deaf Education Policies in Zimbabwe
Source:
Deaf Education Beyond the Western World
Author(s):

Martin Musengi

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190880514.003.0008

This chapter discusses prospects in the education of students who are deaf and hard of hearing (DHH) in light of the dichotomy between Zimbabwean government curriculum policy and the reality of implementation in a context where there are many different languages and cultures. Policy co-articulation in the education of students who are DHH is influenced by overlaps in changing perceptions of disability, the increasing availability of audiometric technology, and the Deaf community’s lobbying for the use of Zimbabwean Sign Language. Educational provision for DHH students has grown from five special schools with 800 students in 1981 to the current six special schools and ninety mainstream units catering for nearly 2,600 students. The chapter analyzes the discourses that dominate policymaking and implementation in these special schools and mainstream units, as they are the major site of struggles on interpreting and implementing policies for DHH students in Zimbabwe.

Keywords:   discourses, policies, deaf education, Zimbabwe, languages, culture, Zimbabwean Sign Language

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