Challenges Faced by Learners with Multiple Disabilities (‘deafness and dumbness’) During Teaching and Learning in Regular Primary Schools: Case of Morogoro Municipality (original) (raw)
Related papers
2016
A study was conducted to analyse the challenges faced by learners with special needs in mainstream schools in Umzingwane District. A descriptive study design was used to analyse the challenges faced by learners. Learners with special needs often face neglect and discrimination in mainstream schools, and this is of less benefit to them. They often lag behind their age peers because the curriculum does not cater for their individual unique needs. This poses some challenges to effective mainstreaming because learners with special needs do not benefit from the regular education system. The study results confirmed that, in Umzingwane District, the success of inclusive education is still to be realized. Mainstreaming education for learners with disabilities is to ensure that the society moves away from social and educational segregation and discrimination to complete inclusion. The study's recommendations included; teaching of Braille and sign language; awareness programmes, a multidi...
AAU, 2020
The main purpose of this study was to find out the contributions and challenges of Sebeta Special School for the students with visual impairments. The research design used was qualitative case study method as this would enable the researcher to make in-depth study of the case from different perspectives. For responding to this main purpose of the study, purposive sampling was used and the subjects of the study were selected by purposive sampling technique as they were taught to have the necessary information for the problem under study. Accordingly, twelve teachers, (six males and six females), ten members of the support staff (five males and five females) and twelve students of grades five to eight (six males and six females) were selected for focus group discussions. Besides, interview was conducted with the director and vice-director of the school and two teachers (a male and a female) and two students of grades five to eight (a male and a female).Relevant documents and observation checklists were also used as data sources. Finally, the data collected were organized, thematically analyzed and presented. Regarding the contributions made, the findings revealed that the school has been serving the students as school to learn in and succeed, home to live in and family to leave with. There were also services being delivered for the students and different resources were also available in the special school. Findings displayed that challenges to the special school as manpower assignment was not need based and there were lack of skills necessary to run activities in the special school as reading and writing braille, inadequate budget and resources like student textbooks transcribed in to braille and wastages in usage of the available resources. Besides, there were conditions that violate the safety of students. The recommendations made included such things as alleviating the challenges the school encountered such as appropriate use of resource, availing the necessary resources as braille textbooks, budget and others.
MULTIPLE DISABILITIES: TEACHER TRAINING AND TEACHING-LEARNING PROCESSES
Cadernos de Pesquisa, 2015
This article discusses different dimensions of the educational process for students with multiple disabilities enrolled in specialized educational services – SES- offered in two multi-functional features at a school located in Baixada Fluminense, in the state of Rio de Janeiro, in 2013. Four non-verbal students with multiple disabilities and two SES teachers participated in the investigation. The methodology employed was an action-research approach, as well as data collection procedures including participant observation (journaling and field video recording) and semi-structured interviews (audio recording). The theoretical basis followed the historical cultural pattern inspired by Vygotsky’s work. The results showed, among other things, the importance of action-research in teachers’ continuing education. Likewise, these results also indicate the possibilities for development of higher psychological processes in students with these disabilities based on pedagogic interventions with systematic use of alternative communication and assistive technology resources.
East African Journal of Education and Social Sciences, 2022
This study sought to establish the teaching models used and challenges experienced in secondary school classes with special needs learners in Tanzania, using a questionnaire and an interview schedule under the descriptive case study design. The study sample included 35 regular teachers, seven heads of schools, seven heads of departments and seven special needs teachers through the proportional and purposive sampling procedures. Data was analyzed through content analysis and descriptive statistics. The study established that collaborative teaching was the most preferred model compared to consultative and coaching models. A bigger number of children with disabilities was one of key challenges experienced in the inclusive classrooms as teachers failed to provide sufficient support to cater for the needs of special needs learners. Other challenges included lack of awareness of the Tanzanian Sign Language for Hearing Impairment and teachers' negative attitude toward learners with special needs. The study recommends that the government should recruits sufficient number of special education educators to work closely with regular teachers in supporting learners with disabilities in inclusive settings. Relevant authorities need to introduce the Tanzania Sign Language course as a compulsory course in teacher training colleges for educators to gain knowledge to effectively communicate in the inclusive settings. Finally, the government should provide seminars and workshops to teachers on the importance of inclusive education as such training will dispel negative attitudes of teachers towards children with disabilities.
Integrating Learner Disabilities in Inclusive Schools In Njoro Sub County
2016
The complexities and daily challenges experienced by learners with special needs in inclusive primary schools make them feel frustrated and unable to perform optimally in their studies. Sometimes they are unable to cope effectively with inclusive learning, and this makes them withdrawn. In order to avert such situations, counselling services are required in mainstream programmes to aid the learners develop academic, social and personal competencies that assist in their adjustment for life-long development. The purpose of this study was to explore ways of integrating disabilities into the school for international, national and personal development among learners with disabilities in Njoro Sub-County. Data was collected using two questionnaires which were administered to 100 learners and 20 teachers. Interviews were conducted among 5 education officers in the sub-county. The data was analysed using the stastical package for social sciences (SPSS) to obtain descriptive statistics(perce...
CERN European Organization for Nuclear Research - Zenodo, 2022
The purpose of this paper was to examine the effects of effective teaching practices and competences of students with special educational needs in basic education classrooms in Rwanda. Specifically, this research paper analyzed teachers' centered method, practical exercises, and gestures for student with hearing impairment, sign language, well emplaced seats on competences of students with special educational needs in basic education classrooms in Rwanda. The Rwandan Ministry of Education and Rwanda Education Board will learn its effective teaching strategies to increases competences for students with special education needs. Education officials and students themselves will understand their roles in implementing inclusive education for effective competence. Thus, teaching and learning methods will improve effective learning in sampled schools. The research methodology for this study consists of a descriptive research design using both qualitative and quantitative approaches. A sample size of 166 respondents was calculated using Slovene's formula. Both purposive and simple random sampling were adopted. Results were analyzed in accordance with specific objectives. The study felt that 62.7% of students strongly agreed that their teachers used teacher's centered method, 63.5% of respondents strongly agreed that the practical exercise was adopted, 69.0% of students strongly agreed that teachers use gestures, 65.9% of students strongly agreed that their teachers use sign language and 68.3% of students strongly agreed that well emplaced seats are provided to students with visual impairment. In the same vein, 52.% of teachers strongly agreed that they have adopted learners centered method, 42.0% of teachers strongly agreed that they used practical exercise,44.0% of teachers strongly agreed that they used gestures, 44.0% of teachers strongly agreed that they have used sign language. Finally, 44.0% of teachers strongly agreed that they have provided well emplaced seats to students with visual impairment. Results presented demonstrated 70.6% of students strongly agreed that students with disability have developed psychomotor learning, 76.2% strongly agreed that students with disability have developed cooperation &communication, while76.2% strongly agreed that students with disability have increased creativity skills. Perception from teachers contradict with students. In this regard, 58.0% of teachers disagreed that students with the statement concerning the ability to learn out of school/classroom, while 742% agreed that students with disability have increased creativity skills. It was shown that the use of sign language is statistically affecting literacy learning skills for children with special educational needs since the p value is less than 0.05 (B=0.261; p value =0.068). Finally, practical exercises are statistically significant with Creativity of SEN (B=0. 231; p value=0. 060).
2018
Inclusion of children with disability in the special units has been a great challenge in many counties in Kenya. One of the Sustainable Development Goals (SDGs) is to give all Children Living with Disability (CLWD) the opportunity to participate in the least restrictive environment. However, teachers in special units face a myriad of drawbacks in handling children with disabilities in the special units. This paper addresses challenges and mitigation as viewed by the teachers working in those special units. Purposive sampling was used to sample 50 respondents (teachers). Data was collected using interviews, Focused Group Discussions (FDG) and digital recorder. Descriptive data analysis method yielded results indicating that one of the major challenges teachers faced is the in efficiency of training capacity of teachers due to various disabilities children face and this spills over to inadaptability of the curriculum. Teachers have mitigated individual based education programme as a c...
Journal of Education and Practice, 2013
This study explored the presence of pupils with learning disabilities in regular primary schools and whether or not the classroom teachers were aware of their presence. Data were collected using questionnaires, classroom observation guide, interview schedules, and documentary review checklist. Based on exploratory research design, the study was guided by the Activity theory. A sample of 200 participants was drawn out of 11,304 eligible persons (100 pupils out of 10,000 eligible children and 100 teachers out of 1304 in public schools). The collected data were analyzed thematically. The descriptive statistics used included frequencies, means, charts, and tables. Indeed, 15% of pupils in regular schools have learning disabilities even though few teachers were aware of their presence and how to provide appropriate instruction for their learning. This is higher than 10-12% portrayed in the existing literature.
Article, 2024
The study was conducted to explore teachers' barriers in implementing the revised common curriculum for learners with special educational needs in Northern Namibia. The study used a mixed research approach to collect data from the sample of 20 special education teachers currently teaching at two special schools located in Northern Namibia. Participants were selected using the total population sampling method and data were collected using a questionnaire and focus group discussion. Quantitative data were analysed using descriptive statistics while qualitative data were analysed using the thematic analysis method. The study found that the special education teachers' barriers in implementing the revised curriculum for deaf learners include a shortage of specialised teaching and learning materials, inadequate time per lesson for scaffolding deaf learners, lack of teaching methodology, lack of refresher workshop, minimal parental involvement in learners' education, teachers inadequate knowledge of sign language, lack of assessment tools for deaf learners, insufficient teaching assistance to assist learners, and no specialised curriculum for learners with hearing impairment. The study recommended that the schools as well as the Regional Directorate of Education should organise more workshops for special education teachers in sign language to enable them to develop common signs to teach the learners. Additionally, the government should install Wi-Fi in the Special schools to enable the teachers to access and utilize relevant online resources such as visual teaching materials when teaching. The Universities in Namibia should introduce a teaching specialisation course in Sign language to train teachers.