The Deinstitutionalisation of Education for the Deaf: Exploring the Experiences of a School in Harare, Zimbabwe.

The article focuses on the deinstitutionalisation of education for Deaf children at a school in Harare, Zimbabwe, examining its implementation, benefits, and challenges. Deinstitutionalisation, driven by global conventions such as the United Nations Convention on the Rights of Persons with Disabilities (UN-CRPD) and Zimbabwean legislation, led to the inclusion of hearing children in the formerly Deaf-only institution, a process termed "reverse inclusion." This approach facilitated social and academic interaction between Deaf and hearing learners, promoting the acquisition and spread of Zimbabwean Sign Language (ZNSL) beyond the Deaf community. Despite ZNSL being recognized as an official language, it is not taught as an examinable subject but used primarily as a communication tool. The study highlights that while the institution remains well-resourced for Deaf education, mainstream schools face resource challenges, and recommends government advocacy for deinstitutionalisation, addressing resource needs, and formal inclusion of ZNSL in the curriculum.