Inclusion of learners with hearing impairments in vocational skills training programmes: a case study of Tabora municipality, the united republic of Tanzania

Abstract

This study investigated inclusion of learners with hearing impairments in vocational skills training in Tabora Municipality, United Republic of Tanzania. It was guided by three objectives; the vocational skills training programmes learners with hearing impairment are engaged in, the adaptability of the training methods to accommodate the learners with hearing impairment in inclusive setting and the opinions of learners with hearing impairments on the appropriateness of vocational skills training towards employability needs. The study was guided by two theories: A theory of vocational pedagogy and the social model of disability, both theories provide guidance on how inclusive of learners with hearing impairment can be attained in vocational training programmes. A qualitative research approach including a case design study was used. The target population was the tutors and learners with hearing impairment. Participants for the interview were purposefully selected to participate. The semi-structured interviews and observation methods were used in collecting the data. The data obtained was thematically analyzed to derive meaning from them. The findings revealed that there are few vocational skills training programmes in the vocational centers, this limits the opportunities for the trainee to select courses to enroll in. The financial support to vocational training skills centers is insufficient. It was also found that teaching was not adapted to meet the learning needs of learners with hearing impairment. The center does not use technology and assistive devices such as internet, computers in teaching. The study recommended that the government, through technical and vocational authorities and other educators, needs to offer appropriate support towards vocational training including appropriate tools and equipment, adequate financial assistance as well as other technological infrastructure which are modified to meet the needs of learners with hearing impairment.