Challenges faced by teachers in teaching children with hearing impairment under inclusive setting in Makindye division, Kampala District-Uganda
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Date
2011-12
Authors
Kiyemba, Muzafaru
Journal Title
Journal ISSN
Volume Title
Publisher
Kampala International University, School of Education
Abstract
This study was carried out to find out challenges encountered in teaching learners with hearing
impairment.
The researcher was interested in finding out the views of different people towards the education
of children with hearing im[airment in the area, therefore qualitative approach was employed to
collect data.
The researcher chose Head teachers, teachers, parents and children with hearing impairment as
sample population because through them relevant and appropriate information would be
obtained.
The researcher also used interview and questionnaire as research instruments. Interview guides
were used to collect data from parents and children with specific learning difficulties because it
enabled the researcher to make clarifications on some views given and make possible
adjustments depending on their moods and needs. Head teachers and teachers were given
questionnaires because they were assumed literate enough to handle these instruments
The findings pointed out that although children with hearing impairment and their parents have
positive attitudes towards their education, there a number of challenges affecting their learning in
the division and hopefully beyond.
These include:
> Lack of parental commitment and active involvement
> Poor academic performance
> Poor social status
> Labeling and withdraw
> Ancient cultural beliefs that these children can not learn.
> Lack of self motivation and zeal in learning
> Poor teacher-pupil relationship and lack of attention and guidance.
Description
Research report submitted to the college of open and distance learning in partial fulfillment of the requirements for award of bachelor’s degree in special needs Kampala International University.
Keywords
Teachers, Teaching children, Hearing impairment, Inclusive setting