Philosophy, Disability and Marginality in University Education: The Plight of the Hearing-impaired and Speech-impaired Students at the University of Zimbabw

Abstract

The purpose of this article was to discuss the challenges faced by hearing-impaired and speech-impaired students who try to enrol for a programme of study at the University of Zimbabwe. Data was collected from a key informant interviewee and the study found out that the main challenges faced by the hearing-impaired and speech-impaired students had to do with the lack of an enabling environment in the university, the lack of aiding resources at the Disability Resource Centre (DRC) as well as the inability of the academic staff to teach these students in the language that they [the hearing-impaired and the speech-impaired] understand, that is, sign language. As a result of these challenges, the article argued that it was important to equip the DRC and to train human resources to be able to assist these students especially in academic disciplines like philosophy which require rigorous argumentation and intensive interaction. In terms of data collection, the study utilized the interview method through the administration of research questions which were directed to the acting coordinator of the DRC.