Deaf Education And Teachers Training in Zambia

Chibesa R. Simbule


This article provides professional perspective of a teacher-training model which relies heavily on an intensive, culturally immersive field experience for the teacher of the Deaf and hard of hearing.  Survey results were based upon 21 participants concerning their perceptions during their three-year internship experience in Zambia. Formal and informal periodic evaluations of participants reinforced the author's perspectives that an intensive yearlong residential experience is critical for developing the linguistic, fluency, and cultural awareness that are not only vital but also indispensable for teachers of D/hh (Deaf and Hard of Hearing) students.  (This study does not intend to endorse any philosophy of the education of the Deaf.  This study adopts an eclectic approach to teaching different philosophies for D/hh students.)


Deaf and Hard of Hearing training model

Full Text:



Boe, E., Shin, S., & Cook, L. (2007). Does teacher preparation matter for beginning teachers in either special or general education? The Journal of Special Education, 41(3), 158-170.

Easterbrooks, S. (2001). Veteran teachers of children who are deaf/hard of hearing describe language instructional practices: Implications for teacher preparation. Teacher Education and Special Education, 24, 116-127.

Lytle, R.R. (1992). Educational reform: Are teachers competent in the subjects they teach? Paper presented at American College Educators of the Hearing Impaired, Denver, CO.

Lytle,&Rovin. (1997). Reforming deaf education: A paradigm shift from how to teach to what to teach. American Annals for the Deaf, 142(1), 7-16.

Roberson, L., Woolsey, M., Seabrooks, J., & Williams, G. (2004). Data-driven assessment of teacher candidates during their internships in deaf education. American Annals of the Deaf, 148(5), 403-412.


  • There are currently no refbacks.

International Conference on Education and Language (ICEL)
Bandar Lampung University
ISSN: 2303-1417