A linguistic approach to inclusivity of the deaf in web-based mainstream higher institutions of learning in Uganda: a case of Uganda Martyrs University

Abstract

This study was designed to investigate how effectively higher institutions of learning embraced inclusivity of the deaf and hard-of-hearing (DHH) in a web-based education in a heterogeneous teaching-learning environment but, from a linguistic perspective. This study investigated how higher institutions of learning where almost 100% of the students’ population had social media as their nearest companion during and after school – give school a wide interpretation to include all teaching-learning centers. However, this study focused on linguistic competence of the learners who were DHH to cope-up with the assigned academic tasks in higher institutions of learning for inclusivity in a web-based learning environment.