Masters Degree Dissertations

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Language policy implementation and the quality of instruction in lower primary classes in Uganda: a case of Kayunga sub county: Kayunga district
(Kyambogo University (unpublished work), 2018-09) Namago, Sarah Harriet
Understanding the concept and understanding the language in which the concepts are delivered arc usually critical areas of concern in delivery of quality instructions. Quality learning can only be guaranteed if the learners are taught in the language they understand. Children who are taught in a language they do not understand may not grasp the concepts not because the concepts are difficult to understand, but rather because they do not understand the medium of the instruction. In Uganda, while, the 1992 Government White Paper on Education and the language policy specifies the use of area language as a medium of instruction up to primary three to be the local area language, teachers continue to instruct the children in English that is hardly understood by learners. This study attempted to establish how Language policy was being implemented to improve quality of instruction in lower primary classes. The objectives included assessing the teachers' attitude toward language policy implementation; the extent to which teachers were implementing language policy in lower primary classes and the strategic measures that could be employed to improve the implementation of language policy for quality instruction. Area of study was limited to 28 schools out of the 30 primary schools in Kayunga sub-county, among lower primary teachers, head teachers, Coordinating Centre Tutor, District Education Officer and pupils. Data was analysed using descriptive analysis and transcribed using qualitative content analysis. The study established that teachers had negative attitude towards language policy implementation which influences the quality of instruction in lower primary classes at 86.35% while 13.65% had positive attitude. The use of local language during instruction was found to be minimal at 14.78%, while 85.22% used English in all lessons, the findings of the study would help to make informed decisions on why teachers continue to pay less attention in using local language during instruction. Sensitisation of teachers was recommended as a tool for embracing implementation of the language policy to improve the quality of instruction.
Factors affecting teachers' perceptions towards the use of sign language in learning and teaching in primary schools in Meru district,-Tanzania
(Kyambogo University[unpublished work], 2018-11) Benny, Mussa
The aim of this study was to investigate factors affecting teachers' perceptions towards the use of Sign Language in learning and teaching in Meru Primary schools. The study was based on David Premack & Guy Woodruff Theory of mind of 1978.The study utilized a qualitative research approach and collected data using semi-structured interview and observation guides. The target population was thirty two teachers of primary schools for the deaf from which the sample was drawn. The study participants involved six primary school teachers. The study problem was teachers 'perceptions that Sign language is not a language. The findings of the study revealed the misconceptions between Sign language and Kiswahili. Trained teachers failed to distinguish between the two, yet Sign language has its own grammar, syntax, phonology, morphology and structure as Kiswahili or English does. The generation of initial information, researcher organized related information under different themes. Thematic analysis was used to identify themes, coding and data were classified for analysis. Findings further recognized that, early exposure to signing helped pupils to develop their language and reasoning skills. Likewise the study established teacher factor, school environment, curriculum learning and teaching resources as influencing the use of sign language in primary schools Based on the findings, the study recommended that classroom environment which is composed of the arrangement of the room (ventilation), the diversity of the children, daily routines, creating a sign language rich environment, and learning areas should be highly acknowledged. Friendly environment, teacher awareness and use of various teaching strategies towards Sign language development should be admitted. Similarly, sign language curriculum should be established. The researcher suggested that a similar study should be replicated in Meru district to establish factors affecting teachers' perceptions towards use of Sign Language in learning and teaching in primary schools.
Performance in English by learners with communication disorders in Aber primary school, Oyam district
(Kyambogo University(Unpublished work), 2018-12) Adong, Harriet
This study was intended to investigate the Performance in English by Learners with Communication Disorders in Aber Primary School, Oyam District. An interview guide was used for data collection from 25 participants; case study design and qualitative method were employed in the study. Data were analyzed by using tables. The findings of the study were that; Most Learners with Communication Disorders were found to be unable to tell new words in English. Majority of these learners are not clear in their phrases, unable to combine two or more words in English. Many learners are poor in articulation of words and at the same time unable to construct right and meaningful sentences. Some learners cannot hold free conversation with peer s and adults, unable to read accurately, and that; such learners are unable to follow text or story more closely. They are poor in completing the assignments, many pictures and rewards/tokens motivate learners to read in school and for pleasure. Conclusively, most Learners with Communication Disorders are not aware of vocabulary, not clear in phrases and cannot combine two or more words in English hence more teachings by the teachers should be emphasized to improve on their Grammar since these learners are educable. Learners in Aber are not performing well in articulation of words, constructing right and meaningful sentences and are not holding free conversation with peers and adults, these results in poor Spoken English. Most Learners with Communication Disorders are unable to; read more accurately, follow text or story more closely, poor in completing the given assignments, pictures, rewards and tokens motivates learners to read in school and for pleasure, this indicates that their English Comprehension is not good enough which needs to be improved by teachers. Few recommendations/comments directed to teachers are as follows; to improve on Learners Grammar, teachers should improvise vocabulary tree, flash cards, labeled nature corner, La/king compound, these prompts incidental learning in learners. Teachers should encourage learners Lo use English in School, teach both vowel and alphabetical fellers to these learners since they are educable, good pronunciation, vocabulary, simple conversation should be given to them to improve spoken English. More Comprehension stories full of pictures should be given to learners so that they are able to read the story or text more closely. Assignments should be marked and rewarded to encourage them to participate more in the next exercise.
The influence of parental involvement on the learning of children with hearing impairment at hand in hand Uganda inclusive school Mukono
(Kyambogo University(Unpublished work), 2018-12) Abitegeka, Sally
The study examined the influence of parental involvement on the learning of children with hearing impairment at Hand in Hand Uganda inclusive School. It sought to explore how limited parental involvement affects the learning of children with hearing impairment, to identify factors that hinder parental involvement in the learning of children with hearing impairment and to propose strategies for enhancing parental involvement in the learning of children with hearing impairment. The paradigm for this study was interpretvism whereas the research design was qualitative; the research method used was a case study. Focus group discussion and in-depth interview guide were used for data collection. Parents, teachers and learners were the participants to the study. The findings as per objective one showed that, limited parental involvement contributes to I early marriages, low morale to study and low self-esteem among children with hearing impairment. The findings on the factors that hinder parental involvement suggested negative attitude, communication barriers, busy schedule and financial limitations as the outstanding factors. Finally as per the strategies, it was suggested that training parents in sign language, formation of parent support groups, sharing of testimonies from successful deaf role models and regular awareness creation on the importance of parental involvement in education of children with hearing impairment are paramount. In accordance to how parental involvement affects the learning of children with hearing impairment it was concluded that limited parental involvement was the major cause for low self-esteem and low morale towards studies of children with hearing impairment. In relation to factors that hinder parental involvement in the learning of their children with hearing impairment, it was concluded that negative attitude and communication barriers were the most outstanding hindrances for parental involvement. As far as strategies for enhancing parental involvement in the learning of children with hearing impairment is concerned, the major conclusion drawn was that training parents in sign language and formation of parent support groups would promote their active participation in the learning of their children with hearing impairment. Given the findings arrived at in this study the following are the recommendations of the study: Training parents and other family members in sign language would promote active involvement of parents in the learning of their children with hearing impairment. Awareness platforms on the importance of parental involvement should be organized for parents and other stake holders. Parents should be mobilized to form parent support groups. The researcher suggests that further research be carried out on the effects of lack of parental involvement. Generally, the study has drawn conclusions that parental involvement is a crucial factor in the learning of all children including those with hearing impairment. It has been noted that parents remain a major influence on their children 's learning throughout school and beyond. This general conclusion is based on the Brofen Brenner Ecological model where parental involvement influences the support of the child from the various levels. For example, the immediate family members, the peers, administrators, employers, legislators, the media among others. It has been assumed that the way other people relate and respond to a given child is majorly dependent on how his or her parents relate with their own child.
Parental involvement in the education of children with hearing impairment in inclusive schools in Kayunga district
(Kyambogo University (unpublished work), 2018-12) Nasazi, Christine
The study investigated parental involvement in the education of children with hearing impairment in inclusive schools in Kayunga district. It sought to explore ways parents are involved in the education of children with hearing impairment in inclusive schools, to find out the factors that influence the way parents relate with teachers in education of the children and to outline strategies for improved parental involvement in the education of children with hearing impairment in inclusive schools. The qualitative approach was utilized using interview guides and document analysis. A sample of 31 participants comprising teachers and parents was selected purposively from a population of teachers and parents. To ensure validity and reliability, a pilot study was done and where necessary, questions were adjusted before doing the final research. The findings show that there is significant parental involvement in the education of children with hearing impairment through school programs such as PTA, SMC meetings, class days, taking children to school, praying with them, providing scholastic materials, seeking advice and supporting the child with hearing impaim1ent. Findings further reveal that parents also create good working relationship with teachers. They are involved in co-curricular activities such as music dance and drama, games and sports and other activities during school days. The major challenges parents experience relate to education and inadequate time. Some strategies identified to improve parental involvement in the education of children include;- recruitment of sign language teachers, carrying out guidance and counseling, sensitization of all stake holders, creation of rules and regulations regarding the education of children with hearing impairment. The study recommends the need for local councils to set up by laws to govern and guide parents to strictly carry out their roles, increase of awareness among stakeholders on the role of parents need for seminars by the ministry of education and sports to sensitize parents and other stakeholders on their responsibilities.
Adaptation of instructional materials for children with hearing impairment in primary schools in Goma division, Mukono municipality
(Kyambogo University (un published work), 2019-09) Nakayiza, Farida
The study investigated the extent to which instructional materials are adapted for children with hearing impairment in primary schools in Goma Division Mukono Municipality. In particular, the study explored the instructional materials that are adapted by teachers in teaching of learners with hearing impairment, how instructional materials are adapted for children with hearing impairment and the challenges encountered by teachers when adapting instructional material for learners with hearing impairment. The study adopted the qualitative approach where by information was collected using interviews and observation. Purposive sampling method was used to select the respondents. The findings indicated that some of the instructional materials adapted included charts, real objects, audio visual materials, pictures, photographs and text books among others. Although teachers mentioned audio visual materials and text books, there was no evidence showing that they adapt audio visual materials and text books. Findings further revealed that age was an important aspect considered when adapting instructional materials. Other considerations mentioned by the respondents were durability, safety of the instructional materials, number of learners, ability, content to be covered, relevancy and availability of raw materials to use. The findings indicated that teachers face a number of challenges in adapting instructional materials and these include; lack of raw materials to use, lack knowledge to adapt instructional materials, materials to use are expensive and negative attitude from stake holders. The researcher recommends that there is need to build the capacity of teachers to enhance their ability to adapt instructional materials for learners with hearing impairments.
Education for learners with hearing impairment in an inclusive setting in primary schools: a case study of Kajiado County, Kenya
(Kyambogo University (un published work), 2019-11) Ruitururi, Daniel Mbugua
This study sought to examine the barriers faced by learners with hearing impairment in participating in education in an inclusive learning environment in Kajiado county. The study adopted an exploratory study design where 7 teachers, 2 head teachers and 8 learners with hearing impairment were purposively sampled. Data was collected using questionnaires and interview schedules. Quantitative data was analyzed using a Statistical Package for Social Sciences (SPSS 23) while qualitative data was analyzed using thematic approach. Continuous triangulation of both qualitative and quantitative was done to make holistic interpretation of the empirical data and conclusions drawn. The study explored three key categories of barriers to participation in education by learners with hearing impairment; economic, socio-cultural and school-related barriers. It was concluded based on empirical evidence that household poverty is the main economic barrier that hinders participation in education by learners with hearing impairment. All these barriers lead to school dropout by children with hearing impairment, lack of exposure and increased cases of inequality among school going children. Based on the findings of this study, it is recommended that; the curriculum for learners with hearing impairment should be reviewed by relevant education stakeholders. The government of Kenya should put in place efficient mechanisms to aid in the utilization of Community Development Funds (CDF), Free Primary Education (FPE) and create community sensitization programs about the learning needs for children with hearing impairment.
Teachers’ experiences in teaching mathematics to learners with visual impairment in an inclusive primary school in tan-Zania: a case of Mitindo primary school
(Kyambogo University., 2021-01) Kezilahabi, Delphina
This study aimed at finding out teachers’ experiences in teaching mathematics to learners with visual impairment in an inclusive primary school in Tanzania. The study was guided by three objectives, namely; teachers’ knowledge and skills in teaching mathematics to learners with visual impairment, the methods teachers use when teaching mathematics and challenges they face when teaching mathematics in an inclusive class. Qualitative research approach was applied and the study design was case study. It was conducted in one primary school in Misungwi district, Tanzania which offers inclusive education. The study involved eight (8) participants who are mathematics teachers at Mitindo inclusive primary school where data for this study were collected. The data were gathered through the use of semi-structured interview and observation guides. Data were analysed `qualitatively based on research questions. The study found out that most of the ordinary teachers have no knowledge and skills on how to teach mathematics to learners with visual impairment in an inclusive class. This has been caused by the inadequacy of inclusive and special education courses offered in the colleges they studied from. The study also found out that the majority of ordinary teachers do not use tactile materials when teaching mathematics to learners with visual impairments. Furthermore, the study revealed that the methods teachers used when teaching mathematics to learners with visual impairment did not suit the needs of learners with visual impairment, which made them not to grasp well the lessons. Conclusions from the study were that teachers lacked knowledge in teach-ing mathematics to LWVI, methods were not appropriate, materials were not suitable to meet learning needs of learners with visual impairment and classes were overcrowded. The study recommended that the government under MOEST should provide teaching and learning equipment and materials like Perkins Braillers and tactile materials to improve teaching and learning to learners with visual impairment in an inclusive school. Furthermore, the government under the Ministry of Education Science and Technology (MOEST) should increase subvention grants to schools to be able to purchase materials needed when preparing instructional materials that suit the needs of all learners including LWVI in an inclusive class. Special workshops are needed to train teachers on how to make tactile materials. However the government under Ministry of Education Science and Technology should organize regular refresher courses and workshops for teachers to get knowledge on how to teach mathematics to learners with visual impairment in an inclusive school.
Factors influencing the development of Ugandan sign language in the learning environment: a case study of Uganda school for the deaf Kampala city
(Kyambogo University, 2021-02) Akoth, Jackie
The purpose of this study was to investigate factors influencing the development of UgSL in the learning environment: A case study of Uganda School for the Deaf, Kampala City. The study was based on three objectives that were; identify environmental aspects that support the development of UgSL, find out features in the learning environment that hinder the development of UgSL and examine strategies of improving the development of UgSL. The researcher purposively sampled 9 hearing teachers, 3 Deaf teachers, 4 hearing non–teaching staff, 3 Deaf non-teaching staff, 1 Deaf role model and 10 learners.The study employed the use of a descriptive survey design which describes respondent’s characteristics such as opinions, attitudes, believes based on educational or social issues. Questionnaires, observation and interview were used. The researcher employed qualitative Case Study design which involves in-depth investigation of the problem at hand. The transcription of language annotation (ELAN) software was used to identify themes in UgSL videos using frequency tables, and bar graphs. The study was conducted using a descriptive survey design which describes respondent’s characteristics such as opinions, attitudes, believes based on educational or social issues. It was found out that the availability of Deaf role models, Parents and Deaf peers influenced the development of UgSL in the learning environment. Based on the findings, the researcher recommends that there is a great need of training hearing teachers, parents, and other relevant stakeholders UgSL to attain fluency.
Factors influencing retention of children with hearing impairment in primary schools in Gulu municipality, Gulu district, Uganda
(Kyambogo University, 2021-05) Aciro, Jennifer
This study investigated factors influencing retention of children with hearing impairment in primary schools in Gulu Municipality, Gulu District. Uganda.It sought to assess the provisions at school that influenced retention of children with hearing impairment in primary schools, to find out the parental involvement that influenced the retention of children with hearing impairment in primary schools finally to investigate the school mentorship programs that influenced retention of children with hearing impairment in primary schools. The study comprised of 16 participants where 6 SNE teachers and 10 children with hearing impairment from two (2) primary schools in Gulu Municipality. These respondents were selected through a purposive sampling technique. The data was collected with the help of interview guide and focus group discussion. Pilot study was conducted to validate the instruments before the final data collection and was used to analysed data by identifying themes, coding data, mapping and interpreting qualitatively. The findings indicated that most of the teachers had some training in special needs education. It also showed that there were different modes of teaching children with hearing impairment. There was much to be done for retention of children with hearing impairment in primary schools through provisions at schools like qualified teachers in the use of sign language, the use of visual instructional materials among others, parental involvement like payment of school fees, providing scholastic materials, attending school meetings /visitation days and school mentorship programs like guidance and counselling, co-curricular activities and training in Uganda Sign Language. There is need to guide and counsel the children with hearing impairment to accept themselves and socialise freely with other children.The teachers should be encourage to cater for individual differences of all children regardless of their disabilities.The school administrators should provide enough instructional materials and interpreters in the units to support the children with hearing impairment.There is need to increase awareness among parents to be fully involved in the education of children with hearing impairment as they collaborate with the schools,interact with SNE teachers,payment of school fees,providing food stuff,provision of scholastic materials,taking their CWHI to and from school.The school administrators should increase and improve on many mentorship programs.
Teachers’ perceptions on the use of information and Communication technology in the teaching of deaf learners: a case of two primary schools in Kampala capital city, Uganda
(Kyambogo University, 2021-08) Keirungi, Joy
The study was done in two Special Schools for deaf children located in Kampala Capital City to investigate the Teachers’ Perceptions on the use of ICT in Teaching Deaf learners. It was guided by three objectives; to find out teachers’ views on the use of ICT in teaching; the roles of ICT in the teaching of Deaf Learners and the challenges teachers encounter in the use of ICT in the teaching of Deaf learners. The purpose was intended to explore teachers’ perceptions on the use of ICT in teaching Deaf learners. A sample of fifteen teachers was used from a population of eighteen teachers. Data was collected using interview guides and observation and analyzed using thematic analysis and triangulation. Findings from the study revealed that: teachers viewed ICT as a good tool for teaching in projection of work for learners and for communication as well, some viewed ICT as something difficult to use in teaching, and it takes much time. ICT helps both teachers and learners to get up to date information and development of vocabulary and innovative skills. The major challenges revealed were; inadequate devices fear to use ICT, lack of interest to learn ICT skills. Improper maintenance, lack of budget for ICT maintenance, poor service delivery and poor Internet connectivity in the two schools was also a challenge. Delay to change from old practices for some teachers and the large use of internet connectivity for non-academic purpose. The study concluded that: some teachers were not interested to learn and use ICT in teaching thinking it was time consuming, limited ICT skills by teachers, inadequate ICT facilities and infrastructure in the two schools of study. Recommendations that came out from the study were: schools with computers should avail them to teachers and learners Ministry of Education and Sports science communication technology should provide the schools with ICT devices and train the teachers in ICT skills.
Assessment of implementation of cooperative learning towards the performance of learners with hearing impairement. : the case study of Lake zone inclusive secondary schools in Tanzania
(Kyambogo University [ Unpublished work], 2021-09) Mwanga, Allen
The study aimed at assessing the implementation of cooperative learning towards the performance of learners with hearing impairment: the case of Lake Zone inclusive secondary schools in Tanzania. Literature review by the researcher has shown that others have conducted research in the area of Deaf Education and implementation of cooperative learning towards academic achievement but there still exists a huge knowledge gap in the areas under investigation in this study. The study used qualitative approach. Semi-structured interview was chosen as the main data collection method. In addition to semi structured interview, non-participant observation was also used. In order to generate in depth knowledge of the phenomenon, purposive sampling was used to get participants of the study which involved six teachers teaching students with HI, eight students; four with HI and four hearing students and two Heads of school making a total of sixteen participants as the researcher’s target population. Data were analyzed using thematic analysis where interview transcription and coding was done to obtain the main themes. Presentation and discussion of the findings was done regarding the emerged themes and categories supported by the verbatim quotes from the participants. The study found that generally in both schools only special teachers apply cooperative learning and through this method both students with hearing impairment and hearing students improve their understanding in some of the subjects taught by special teachers. There is a negative perception among teachers towards the implementation of cooperative learning which limits their success in concentrating on the hearing-impaired students though the schools encourage cooperative learning to be used in class at all levels. A number of challenges that students with hearing impairment face during cooperative learning most of it being communication challenges. Also, hearing-impaired students seemed to be isolated during group discussion due to lack of vocabulary and misinterpretation of signs from hearing students. In both schools the available TLM and other equipments are not relevant neither modified to suit students with hearing impairment. This study recommends strategies and by laws in schools to be put in place to increase awareness among the teachers and students on the importance cooperative learning; teachers, peers and the community should be included because they are aware of what should be done to control these difficulties facing children with hearing impairment. The measures to be taken by teachers and other education stake holders to children with hearing impairment should be proper and accurate basing on their diversity for proper provision of teaching and learning material; there should be policy guideline from the government with clear implications and objectives in school curriculum adaptations and flexibility in terms of content and time for children with hearing impairment; this will ensure quality performance. intensive in-service training of teachers on Tanzanian Sign Language and methods of teaching Deaf learners; and more government allocation of resources to Deaf schools. The Ministry of Education in conjunction with Tanzania Institute of Curriculum Development and other stakeholders should revise and simplify the curriculum to suit the needs of Deaf learners.
Hearing aids use in inclusive secondary schools: their effectiveness on learning of student with hearing impairment a case of one selected district in Tanzania
(Kyambogo University [unpublished work], 2023-09) Basukwa, Philpo
This study examined the hearing aids use in secondary schools; their effectiveness on learning to the student with hearing impairment in one of the selected districts in Tanzania. In developing countries like Tanzania, hearing aids are the key to rehabilitation for the majority of persons as well as students with hearing impairment. The study was guided by three objectives as follows; to examine the status of the use of hearing aids among the students with impairment in inclusive secondary schools; to analyse the effectiveness of the use of hearing aids towards the learning of students with hearing impairment in secondary schools; and to explore the hindrances faced by students with hearing impairment while using hearing aids in their learning. The study was guided by Bronfenbrenner’s theory to find out how the environment can create the effectiveness use of hearing aids during learning. The study was qualitative in nature with a case study design used. The target population for this study were 247 and a sample size 12 participants were selected purposively from the secondary school to participate in the study. Semi-structured interviews were used during data collection and results were analysed thematically. The finding revealed that the status of the use of hearing aids is good and bad because some students do use hearing aids at school to communicate in their learning whereas others do not use as they claim that hearing aids make noise leading to pain in the ear and headache. The findings further revealed that hearing aids help students to participate in both academic and non-academic school activities. The study findings also indicated that although hearing aids had positive impacts in learning, there were hindrances encountered when students use hearing aids during learning. Some of these are poor infrastructures, inappropriate and unwillingness to wear hearing aids. Following the above findings, the study recommended that Ministry of Education, Science and Technology (MoEST) as a stakeholder in inclusive secondary schools needs to monitor the use of hearing aids in schools. The monitoring would ensure that hearing aids are effectively used by students with hearing impairment. Inclusive secondary school administrators should initiate partnerships with corporate organizations and non-governmental organizations for lobbing of assistance to modify and establish friendly classroom that favoured students with hearing impairment. The school administrations ensures that there are regular medical check-ups for students with hearing problems in their respective inclusive schools. Teachers in collaboration with the school administration should guide and counselling students who are unwilling to put on their hearing aids. This may encourage students with hearing impairment to wear their hearing aids hence ease their communication in learning.
Inclusion of persons with hearing impairment in formal private sector employment in Lira City
(Kyambogo University [unpublished work], 2023-09) Achola, Oliver
The study aimed to investigate the inclusion of Persons with Hearing Impairment (PWHI) in Formal Private Sector Employment (FPSE) in Lira city, it was guided by the following objectives namely, the factors influencing the inclusion of PWHI in FPSE; the Reasonable Accommodation (RA) provided to PWHI in FPSE and limitations to provision of RA to employees with Hearing Impairment by formal private sector employers in Lira City. The study was guided by the social model theory of disability as a theoretical framework to understand how the inclusion of PWHI in FPSE was done. A phenomenological design of qualitative approach was adopted to inform the study. It helped the researcher to describe the lived experience of participants about the phenomenon. The target population for the study is people whose behavior was exhibited and studied by the researcher and this included PWHI and their employers who were selected purposefully as participants. Semi-structured interviews of open-ended questions were drafted to obtain information from participants and data collected were thematically analyzed to obtain meaning. The findings of the study showed that PWHI had difficulties in accessing jobs due to the lack of reasonable appropriate accommodations. The findings also indicated that employers were constrained to hire PWHI simply because of factors such as the high costs attached, inadequate knowledge about disability, and the appropriate RA. The study, therefore, recommends that sign language interpreters be hired by employers and paid. Extra time should be allowed to PWHI on arrival and before actual departure times so as to enable them maneuver their way early to avoid accidents.
Managing hearing impairment among children at family level in olok sub-county, pallisa district
(Kyambogo University [unpublished work], 2023-11) Omonuk, Ademun Deborah
The study investigated how hearing impairment among children is being managed at family level in rural communities including Olok sub-county, Pallisa district. It was guided by three objectives: To establish the awareness of how hearing impairment is commonly caused among children at family level in Olok sub-county, to examine how hearing impairment affects the language and communication development of children at family level in Olok sub-county, and to explore the strategies used in managing hearing impairment among children at family level in Olok sub-county. A qualitative research design was adopted for the study involving nine (N=9) participants who included both parents and children with hearing impairment. Purposive sampling was used to identify the participants from whom data was collected using a semi structured interview guide. Findings indicated that families were aware of the causes of hearing loss in their children and were able to mention them. They identified diseases and accidents among others. Slow language development, communication challenges, negative community and neighbors’ attitudes towards children with hearing impairment were the major effects. Other effects noted were financial limitations, busy schedules and ignorance among parents on how to manage and communicate with children with hearing impairment. The findings identified the following strategies for managing hearing impairment among children: training parents in sign language, provision of hearing aids and constant medical checkup. The study recommended for parents to always seek for medical attention of their children from qualified health personnel in health facilities, sensitize their children to avoid playing in dangerous places that can cause accidents for them, train and empower parents on skills for early assessment, avoid putting on very high volumes when using ear phones, and establish a section at the health centers with staff having knowledge on assessment and intervention of hearing problems in children. In addition, parents should solicit for fund to buy for their children assistive listening devices, organize themselves into associations such as Village Savings and Loan Associations (VSLA) for financial support, training in Ugandan sign language for parents and children, taking children to the nearby health facility for medical examination in case of any sign of HI, and provision of hearing aids to pupils with hearing impairment in inclusive primary schools in rural communities at a free cost.
Inclusion of learners with hearing impairments in vocational skills training programmes: a case study of Tabora municipality, the united republic of Tanzania
(Kyambogo University [unpublished work], 2023-11) Sangoda, Ahiadu
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.
Inclusion of students with hearing impairment in universities in Dodoma City, Tanzania
(Kyambogo University [unpublished work], 2023-11) Kaingo, Richard Maarifa
This study explored the inclusion of students with hearing impairment in universities in Tanzania. The study was framed on four objectives, namely: to examine the support services available in universities for enhancing inclusion of students with hearing impairment; to analyze the adaptations made in the teaching and learning for students with hearing impairment to enhance their classroom participation; to determine the lecturers’ perceptions in teaching students with hearing impairment in inclusive educational settings and to find out the opinions of students with hearing impairment about their inclusion in the university environments. The study was guided by two theories, the social model of disability and the human right model of disability so as to understand the practice of inclusion of students with hearing impairment in universities. A qualitative research approach and case study research design were applied to obtain information through semi-structured interviews, observation and Focus Group Discussions. The target population was the students with hearing impairment, hearing students, lecturers, leader of Chama cha Viziwi Tanzania (CHAVITA), a member of Tanzania Commission for Universities (TCU), disability support personnel and representative of students with disabilities. The data obtained was analyzed both thematically and descriptively to derive meaning from them as per the objectives of the study. The findings discovered that support services provided in universities included: assistive devices and sign language interpretations were inadequate to meet the learning needs of these students; teaching and learning strategies were hardly adapted to meet the learning needs of students with hearing impairment; lecturers perceived teaching these students as being a burden that demands for extra attention, modifications and time. The students with hearing impairment perceived the learning-environment in all the universities as unfriendly, stressing that since they were not (initially) identified to have special-needs, the learning environment was not designed to suit their learning needs. Generally, the findings revealed that the inclusion of students with hearing impairment in universities was still a challenge due to the stakeholders’ lack of awareness on matters related to students with hearing impairment. And lastly, the study makes a number of recommendations: Special needs and inclusive education component should be merged in teacher curriculum at all levels; both lecturers and hearing peers be adequately trained on sign language skills; universities should employ competent sign language interpreters; universities should make screening and identification of students with hearing impairment during registration. Also, universities should include in its structure a department of special needs education and establish resource rooms that should serve as a disability support center.

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