Traditionally, the curriculum for deaf learners mainly involved language acquisition. The
emphasis on academic subjects, such as science was marginal. In South Africa, the
National Curriculum Statements (NCS) was introduced to redress the inequalities of the
past education system. This research report is an investigation of science education for
deaf learners. The study involved, firstly, exploring the experiences of educators that
teach science to deaf learners and secondly, the identification of possible barriers that
deaf learners experience in acquiring scientific knowledge, values and skills.
Methodologically, this research project is located in the qualitative paradigm. The
research participants comprised of five educators that teach science to deaf learners. The
research sites were schools that cater for deaf learners, and are located in a province of
South Africa. To gather data from the participants, the qualitative tools of interviews,
field observations and artifact collection were utilized. Findings from the research
indicate that there are intrinsic factors, such as literacy, sign language, cognition and
motivation, and extrinsic factors, such as policy implementation, instructional strategies
and resources that create barriers for deaf learners in science education.
The participants’ suggestions that have emerged are also mentioned. Data obtained from
the research provides valuable insight for deaf learners, educators that teach science to
deaf learners and educational policy makers. The research report concludes with
recommendations that could have implications for further research in the context of
science education for deaf learners in South Africa
