An Exploration of the Inclusivity of Universities to People with Hearing Impairment in Zimbabwe

Abstract

The inclusion of people with hearing impairment was reported to vary from one university to another as evidenced by differences on the disability status section in the application forms. The qualitative approach based on the phenomenology design explored the inclusivity of Zimbabwean Universities to people with HI. Purposive sampling was employed to select two DPOs; four universities; four lecturers who had taught or had interest while snowballing was used to select three participants with HI in university training, six who had completed and eight prospective students for the two focus group discussions. Participants with HI were obtained through key informants. In-depth interviews, focus group discussions, and observations were employed to collect data with the assistance of an experienced sign language interpreter. Prior to existing disability policies guiding provisions for people with HI, this study revealed that most Zimbabwean Universities had exclusive policies and practices as exemplified by ad hoc support services to deaf education. Thus most literature urged universities to move beyond simply meeting legislative requirements. Underpinned by the ubuntu and the transformative frameworks, the study justified how the philosophy could guide the universities' inclusion of people with HI in Zimbabwe. Findings were expected to influence admission, pedagogical policies and enhance deaf education.