Beyond Access: Understanding the Instructional and Psychosocial Adjustment of Deaf and Hard-of-Hearing Students at a Higher Education Institution in South Africa.

Introduction: Addressing instructional and psychosocial barriers is critical for ensuring equitable access to higher education and supporting the academic success of students who are deaf/Deaf (d/Deaf) or hard of hearing (d/DHH). Access goes beyond legal compliance; it reflects an institution’s commitment to fostering inclusive, equitable and transformative learning environments that allow all students to fully engage and reach their potential.

Method: This study explored the instructional and psychosocial factors influencing the adjustment of students who are d/DHH to the learning environment at the University of KwaZulu-Natal (UKZN), South Africa. A qualitative research design, incorporating elements of a phenomenological approach, was employed to explore students’ lived experiences. Semi-structured interviews were conducted with ten purposively sampled students across four UKZN campuses.

Results: Thematic analysis identified key themes, including disability disclosure, interpreter accessibility and attitudinal barriers. Disclosure was essential for accessing support services, while interpreters were critical enablers of participation, although mostly available during lectures. Negative attitudes, limited understanding of Deaf culture among peers, and rigid teaching approaches contributed to feelings of exclusion and isolation. Conversely, supportive lecturers and peers facilitated positive adjustment, culminating in enhanced students’ learning experiences.

Conclusion: Despite examples of effective accommodation, significant challenges persist. The findings emphasize the need for comprehensive strategies, including increased awareness, staff training, accessible technology, and strengthened disability support services, to cultivate inclusive environments that support full participation and academic success for students who are d/DHH. By examining their lived experiences, this study provides valuable insights to guide the development of more equitable and inclusive institutional practices in higher education