Patrick Sibanda

Publications

• Sibanda, P. (2023) Cultural and Linguistic Barriers to the Inclusion of Deaf Learners: Towards Sign Bilingual Education in Zimbabwe. In Hlalele, D. & Makoell. T. M.(eds.) Inclusion in Southern African Education: Understanding, Challenges and Enablement. Cham: Springer.
• Siyavoshi, S. & Sibanda, P. (2024) Urban Toponomy in South African Sign Language (SASL): Patterns and variations. Journal of Sign Language Studies, 24(4): 942-960.
• Magaracha, S & Sibanda, P. (2025) Availability of Assistive Technologies (ATs) to Children with Disabilities in Bulawayo Central District (BCD) in Zimbabwe, Disability and Rehabilitation: Assistive Technology. DOI: 10.1080/17483107.2025.2454241, Taylor & Francis.
• Cultural and Linguistic Barriers to the Inclusion of Deaf Learners: Towards Sign Bilingual Education in Zimbabwe
• Applicability and Value of Code-Switching in Sign Bilingual Education.
• The Constituents of Effective and Sustainable Implementation of School Level Inclusive Education in Zimbabwe
• The nexus between disability and poverty: A cross-sectional review
• A Synopsis of Individualisation of Teaching and Learning in Inclusive Settings.
• The Nexus Between Disability and Poverty: A Contextual Review
• Effectiveness of the Early Childhood Development Programme on Grade One Performance in Mathematics and English Language in Mzilikazi District (Bulawayo).
• CHALLENGES EXPERIENCED IN THE PRACTICE OF SIGN BILINGUAL EDUCATION AS A STRATEGY FOR INCLUSION OF DEAF CHILDREN IN MAINSTREAM SCHOOLS IN ZIMBABWE.
• Project based learning and assessment of ordinary level Fashion and Fabrics in Zimbabwe
• The science and practice of parenting: Implications for peace building
• A synopsis of the epistemology of pedagogic essences and orthodidactic practice
• The impact of deafness; theory of mind and child development
• Tracing the origins of learning difficulties
• Analysing the disability-sexuality controversy
• Perceptions of college lecturers and students towards the assessment of student teachers with special needs in inclusive contexts: A case of one college of teacher education in Zimbabwe
• Reviewing the models of disability within the frameworks for the empowerment of people with disabilities in Zimbabwe
• Conceptualizing the phonology of sign language: As a matter of emphasis and elucidation
• Examination of the Availability and Relevancy of Transitional Programmes for Adolescents with Hearing Impairment in Schools in Bulawayo.
• The dimensions of ‘Hunhu/ubuntu’(Humanism in the African sense): The Zimbabwean conception
• Inclusion awareness among mainstream teachers in rural schools of Zimbabwe
• Sign bilingual education practice as a strategy for inclusion of deaf children in Zimbabwe
• Awareness of the benefits of sign bilingual education in the education of deaf children in Zimbabwe
• Assessment of the adequacy of advocacy as a strategy for championing the citizenry of persons with disabilities in Zimbabwe
• Inclusion in sport: an exploration of the participation of people living with disabilities in sport
• Citizenship education and its relevance to Zimbabwe
• Reforms needed for the operationalisation of inclusive education in ordinary schools in Zimbabwe
• Exposition of the grammatical structure of sign language
• Contextualising sign bilingual education within the epistemology of cummins’s linguistic interdependence theory: A critical exposition
• Critical review of academic assessment of students with special needs in inclusive settings: The case of reasonable accommodations and adaptations
• Limits and opportunities of marketeering tertiary education in post-colonial Zimbabwe
• The relevance of teacher education in sustaining research in mathematics, science and technology education (MSTE) in Zimbabwe
• Exploring the scope and context of orthopedagogic practice
• Analysis of sign language proficiency among teachers of the deaf in primary schools in Bulawayo (Zimbabwe): Implications for learning and inclusion
• Exposition of the constituents of a disharmonious learning situation within an orthodidactic context
• Management of risky adolescent sexual behaviour in rural secondary schools in Zimbabwe
• A review of the implementation of inclusive education in Zimbabwe: Challenges and opportunities
• De-mystifying sign language acquisition and development in deaf children
• Situation analysis of the early childhood development (ECD) programme in rural primary schools in Zimbabwe
• The degradation of the Afrocentric counselling perspective as a function of the perpetuations of engendered Eurocentric hegemonic practices in Zimbabwe
• The dynamics of the cost and funding of inclusive education in developing countries
• Engendered climate change impact and response knowledge, and its implication for adaptation, vulnerability and resilience in Sub Saharan Africa
• Reviewing benefits and barriers associated with the participation of persons with disabilities in sport, exercise, physical and leisure activities
• Advancing South African Sign Language for 4IR Technological Development
• Advancing South African Sign Language for 4IR Technological Development
• Advancing South African Sign Language for 4IR Technological Development Using Place Names
• Reports for Advancing South African Sign Language for 4IR Technological Development Using Place Names