Evolving Educational Paradigms: Moving Beyond Outdated Rules in Deaf Education inSelected Inclusive Schools Surrounding Harare

Abstract

Despite significant strides in inclusive education policy and assistive technologies, many schools continue to rely on outdated pedagogical practices that fail to meet the unique linguistic and cognitive needs of Deaf and hard-of-hearing learners. This study explores the evolving educational paradigms in Deaf education within selected inclusive schools surrounding Harare, Zimbabwe, focusing on the persistence of conventional teaching methods. Employing a qualitative, phenomenological approach, the research captures the lived experiences of five teachers, five hearing parents of deaf children and three deaf learners, selected through purposive sampling. Data were collected via semi-structured interviews, questionnaires and observational checklists, with ethical considerations such as informed consent and confidentiality strictly upheld. Findings reveal several critical challenges, including minimal use of sign language, excessive reliance on written communication and inadequate teacher training in inclusive pedagogies. These issues contribute to learner frustration and hinder both academic achievement and social integration. Thematic analysis indicated a widespread reliance on traditional practices and a lack of systemic support for inclusive teaching. The study underscores the urgent need for comprehensive teacher professional development and parent awareness programmes. It calls for the consistent use of sign language, adoption of learnersensitive instructional methods and respect for the social and academic needs of deaf learners. Ultimately, the research advocates for reform in teacher education to incorporate mandatory training in deaf-inclusive pedagogy, aiming to create inclusive learning environments that affirm and support deaf learners within both school and family contexts.