Recognition of deaf students in promoting TVET access: Inclusion of sign language in higher education

Despite international, regional, and national policies advocating for the inclusion of people with disabilities, such as hearing impairments, sign language remains marginalised in Zimbabwe’s Technical and Vocational Education and Training (TVET) institutions. This presents a significant barrier to access and meaningful participation for deaf students, as sign language is the primary mode of communication linking them to education, employment, and economic opportunities. This study aimed to explore how the inclusion of sign language can be enhanced in TVET institutions in Zimbabwe to promote equitable access and improve educational outcomes for deaf learners, contributing to sustainable development goals. This research employed a qualitative approach grounded in the constructivist paradigm, utilising a multiple case study design. Data were collected through semi-structured interviews and focus group discussions. Participants were selected through purposive sampling. Thematic analysis was used to analyse data. Findings revealed critical shortages of sign language specialists and interpreters, inadequate infrastructure, and limited inclusion of sign language in the curriculum and teaching methodologies. Participants highlighted the need for training more deaf disability experts, revising policies to align with deaf learners’ needs, adopting a sectoral collaborative approach involving various stakeholders, and enhancing skill-building opportunities for deaf students. This study implies that addressing human resource gaps, improving institutional infrastructure, and reforming policies are essential for fostering an inclusive educational environment in TVET institutions. Such interventions would improve the access and retention of deaf students in TVET institutions, which in turn contribute to their socio-economic empowerment.