Provisions of community-based rehabilitation services on inclusive education in secondary schools that enrol learners with hearing impairment in Tanzania

Abstract

The study examined the provisions of Community-Based Rehabilitation services in inclusive secondary schools that enrol learners with hearing impairment in Tanzania. The objectives of the study were: (i) to analyze the CBR services offered in inclusive secondary schools that enrol learners with hearing impairment in Tanzania, (ii) to examine how CBR services are provided in secondary schools that enrol learners with hearing impairments in Tanzania. The study was guided by the social model of disability with assumptions that disability is not caused by an individual's medical condition or physical or mental impairment; instead, disability arises as a consequence of societal attitudes, physical and organizational structures. The study was underpinned by the constructivist paradigm, which employed a qualitative research approach with an exploratory case study design. Constructivists support qualitative and interpretive approaches that seek deep, contextual understanding rather than generalizable laws. The study used semi-structured interviews, focus group discussions, observations and document reviews. Data were collected from a criterion-purposive sample of 27 participants (8 teachers, 3 officials from voluntary organizations, and 16 learners with hearing impairments). Data collected through interviews and focus group discussions were analyzed using a thematic analysis protocol, followed by content analysis of the reviewed documents and observations. The study found that CBR services offered in inclusive schools include sign language interpretation services, instructional materials, infrastructure development (both physical and technological), and school fee subsidies. It was further revealed that services are provided in three ways: categorically, individually, and through a whole- school approach. The study recommends that voluntary organizations should adopt a bottom-up approach, from project planning to implementation. The study further recommends that the government develop training programs for teachers to use categorical, individualized, and whole-school approaches in inclusive schools.