A CASE STUDY ON TEACHING METHODS USED TO TEACH LEARNERS WITH HEARING IMPAIRMENT AT BUBUBU PRIMARY SCHOOLS IN ZANZIBAR.

Abstract

Background: This study aimed to investigate the teaching methods used to teach learners with hearing impairment at, Mtopepo, Chuini, Kama, and Kidichi primary schools of Bububu ward in Zanzibar. Methodology: A descriptive case study research was conducted in which Qualitative data was collected from 36 members who included 25 learners 25 ordinary teachers, 5 Academic masters, and 5 head teachers from the selected schools. Results: The majority of respondents were Females 40 (66.6%) and 20 (33.3%) were males. 30 (50%) had primary education. 10 (16.6%) certificate education and 20 (33.3%) diploma education. By age, 58.3% of the respondents were 5 -15 years, 16.6% were 16 – 35 years and 25% were 36-55 years. The themes of the study were Headteacher understanding of the academic master lesson, Ordinary teacher-appropriate teaching methods, and Learner contribution in the class. Most teachers use a general approach to the students in a mixed class without considering that some students with special needs require a particular approach to understand the lesson. Some teachers were doing recommended teaching approaches to the students with special needs and their students were performing well, sometimes well compared to other normal students. Some teachers found it uneasy to teach students with special needs and lacked sufficient teaching knowledge, special tools, and materials like sign language knowledge which they also did not understand. Conclusion: There was a shortage of special needs teachers for hearing impairment in all the selected schools. The schools lacked enough special needs teachers who could be used to teach inclusive classes for hearing-impaired learners. Recommendation: The Ministry of Education Vocational Training of Zanzibar should improve teaching and learning methods for learners with hearing impairment in primary schools of Zanzibar.