Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Realising access to inclusive education for the hearing-impaired learner in Nigerian primary schools
Thesis (LLD)--University of Pretoria, 2017.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
University of Pretoria
2018
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613652946780160 |
|---|---|
| access_status_str | Open Access |
| author2 | Ngwena, Charles |
| author_browse | Ngwena, Charles |
| author_facet | Ngwena, Charles |
| collection | Thesis |
| dc_rights_str_mv | © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (LLD)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/64639 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:33.692Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/64639 Realising access to inclusive education for the hearing-impaired learner in Nigerian primary schools Ngwena, Charles umehngozi@gmail.com Umeh, Ngozi Chuma Hearing-impaired learner Inclusive equality Substantive equality Formal equality UCTD Law theses SDG-04 SDG-04: Quality education Thesis (LLD)--University of Pretoria, 2017. The hearing-impaired learner as part of a historically segregated and disadvantaged group experiences discrimination within Nigeria’s general education system and the socio-political environment. In this study, the focus is on how hearing-impaired learners can access inclusive education, using normative ideas of equality that could inform the understanding and interpretation of the non-discriminatory clause in the Nigerian constitution. Emphasis is on advancing thoughts that are normatively open to the inclusive equality needs of the hearing-impaired in accessing primary education, in order to inspire and be capable of altering existing discriminatory conditions prevalent within Nigeria’s general education system. The study uses a range of analytical skills to probe the inclusiveness of existing arrangements regarding inclusive equality in education for hearing-impaired learners in Nigeria. More broadly, the study makes use of qualitative analysis. However, the study also employs a reasonable part of fieldwork which necessitated the use of quantitative data analysis in order to determine the number of semi-structured questionnaires to be distributed to schools. More generally, the study utilises the social model approach to disability and neo-natural law perspectives as qualitative interpretive tools for appraising understandings of inclusivity in education for hearing-impaired learners. From ideas inspired from the social model and neo-natural law, the study adopts the prescriptive and directive approach as a directing element in the evaluation of the responsiveness of law, policy and practice towards securing inclusive equality in education for hearing-impaired learners. Additionally, the study employs some aspects of comparative analysis. The purpose was not so much to compare, but to create awareness regarding the equality and non-discrimination agenda in other jurisdictions. Against this backdrop, the Canadian and South African jurisdictions were used. The study contemplates that positive lessons could be learnt from these jurisdictions and mistakes can be avoided. Throughout, the study highlights the hidden nature of law, policy and practice in relation to hearing-impaired learners, which consequently demand the application of practical reasonableness and ideas of substantive justice in the making and implementation of rules and policy. The study situates inclusivity as a flexible approach that should present each learner with an opportunity to access and make choices regarding placement options as a matter of self determination. In the final analysis, the study argues for the establishment of a non-discriminatory educational system, where hearing-impaired learners are taught in a language that is accessible and comprehensible and with which the learner is familiar right from home at the early age of schooling. The study considers the utilisation of accessible and comprehensible language an operative part of achieving substantive equality in education for hearing-impaired learners. Centre for Human Rights LLD Unrestricted 2018-04-19T07:22:18Z 2018-04-19T07:22:18Z 08-12-17 2017 Thesis Umeh, NC 2017, Realising access to inclusive education for the hearing-impaired learner in Nigerian primary schools, LLD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/64639> D2017 http://hdl.handle.net/2263/64639 en © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Hearing-impaired learner Inclusive equality Substantive equality Formal equality UCTD Law theses SDG-04 SDG-04: Quality education Realising access to inclusive education for the hearing-impaired learner in Nigerian primary schools |
| title | Realising access to inclusive education for the hearing-impaired learner in Nigerian primary schools |
| title_full | Realising access to inclusive education for the hearing-impaired learner in Nigerian primary schools |
| title_fullStr | Realising access to inclusive education for the hearing-impaired learner in Nigerian primary schools |
| title_full_unstemmed | Realising access to inclusive education for the hearing-impaired learner in Nigerian primary schools |
| title_short | Realising access to inclusive education for the hearing-impaired learner in Nigerian primary schools |
| title_sort | realising access to inclusive education for the hearing impaired learner in nigerian primary schools |
| topic | Hearing-impaired learner Inclusive equality Substantive equality Formal equality UCTD Law theses SDG-04 SDG-04: Quality education |
| url | http://hdl.handle.net/2263/64639 |