Working memory functioning in deaf primary school children: Implications for inclusive education

Working memory is a limited capacity system in which information is temporarily stored and processed. Its optimal functioning is essential for educational attainment from the earliest grade. The working memory system enables the storage and mental manipulation of information during classroom learning activities that are crucial for the acquisition of complex skills and knowledge. Given the South African Department of Education's commitment to inclusive education, it was deemed important to consider the visual working memory functioning of deaf learners and how this may differ, if at all, from that of hearing children. In this study, the visuospatial components of working memory were assessed in 24 deaf children and 15 matched, hearing children, to determine what, if any, differences existed between these groups. The results indicated that the hearing children scored significantly higher than the deaf children on virtually all components of visuospatial short-term and working memory. The implication of this finding is that teachers need to assist the academic progress of deaf learners in the inclusive classroom by reducing the demands on working memory. The article provides suggestions for how this can be accomplished.