Educating learners with hearing impairment in inclusive classrooms: A case of Singida region

Show simple item record Saidi, Riadha 2020-06-01T11:11:25Z 2020-06-01T11:11:25Z 2019
dc.identifier.citation Said, R. (2019). Educating learners with hearing impairment in inclusive classrooms: A case of Singida region (Master's Dissertation). The University of Dodoma, Dodoma. en_US
dc.description Dissertation (MA Education) en_US
dc.description.abstract This study investigated about Educating Learners with Hearing Impairment in inclusive Classrooms. It was guided by three objectives which were: to assess the perceptions of including learners with hearing impairment in inclusive classrooms, to explore the practices of educating learners with hearing impairment in inclusive classrooms and to identify the challenges that learners with hearing impairment experience in inclusive classrooms. The study used qualitative approach and multiple case study design. One primary School was purposively sampled. A total of 42 respondents of different categories were involved in the investigation. Respondents were selected using purposive sampling technique. Data were collected through semi-Structured Interview, observation and documentary review. Data gathered in this study were analysed by using content qualitative analysis. The findings indicated that teachers and learners perceived inclusion of hearing impaired learners as a good thing but the environment is what hindered its effectiveness. The study findings revealed that, practically, learners with hearing impairments need a well prepared environment in terms of lesson plan, good sitting arrangement like U-Shape and Semi-circle, Aids and Methods. The study further revealed that there are challenges of including hearing impaired learners like lack of trained teachers, lack of common medium of communication, shortage of learning materials, shortage of specialized equipment, lack of in-service training and motivation for teachers of students with hearing impairments. The study concludes that inclusion of hearing impaired learners is perceived positively but the environment to enhance its effectiveness should be improved. Among others, the study recommends that teaching and learning environment of inclusive classes with hearing impaired learners should be improved in terms of equipment, trainings, and motivation to teachers. en_US
dc.language.iso en en_US
dc.publisher The University of Dodoma en_US
dc.subject Hearing impairment en_US
dc.subject Learning difficulties en_US
dc.subject Learning facilities en_US
dc.subject Inclusive classrooms en_US
dc.subject Inclusive education en_US
dc.subject Inclusive schools en_US
dc.subject Primary Schools en_US
dc.subject Secondary schools en_US
dc.title Educating learners with hearing impairment in inclusive classrooms: A case of Singida region en_US
dc.type Dissertation en_US

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