Abstract:
Learners with deaf-blindness use touch to communicate. However, some teachers in Zimbabwe are not well versed with tactile communication technicalities. Lack of technical knowhow is compounded with lack of standardisation of the tactile signs the world over. Thus, this study arose from the need to have efficient and effective tactile sign communication for learners who are deaf-blind. A qualitative approach that adopted a case study design was used. A sample of 10 participants comprising school administrators and teachers was purposively drawn from the institutions that enrolled learners who were deaf-blind. Data generated using semi-structured interviews, non-participant observations and document analysis were thematically analysed. It emerged that administrators and teachers used mammoth and solo touches that were not standardised to communicate with learners who are deaf- blind. It was recommended that there should be a standardised tactile sign manual in Zimbabwe to promote inclusion of learners who are deaf-blind.
