Deaf education in Zambia: lessons from the 2013 revised curriculum

Abstract

This paper presents findings of a study of experiences of Education Standards‟ Officers (ESOs) and teachers for learners with deafness based on the 2013 revised curriculum implementation in Zambia. The study adopted a qualitative paradigm to study ESOs and teachers‟ experiences in implementing the 2013 revised curriculum. Twelve (12) ESOs and Twelve (12) teachers for learners with deafness were involved in the study. In depth face to face and telephone interviews were conducted. The findings revealed that ESOs and teachers for learners with deafness had varied experiences. For instance, while the curriculum was appreciated as a conduit for widening employment opportunities for learners with deafness, its implementation was characterised with various challenges such as limited sign language vocabulary and lack of adapted teaching and learning materials. The study concluded that the challenges of lack of adapted materials and limited sign language vocabulary, as well as teacher incompetency in sign language had serious effects on the implementation of the curriculum for learners with deafness in Zambia. The study recommends the development of sign language vocabulary to meet the changing demands of modern education and provide access to quality curriculum implementation for learners with deafness.