Abstract
Purpose: The purpose of this study was to find out the challenges faced in learning Kenyan sign language from the perspective of hearing parents of deaf learners. 
 Methodology: This study employed case study design, qualitative research approach adopting the interpretive paradigm. The study adopted purposive sampling technique to come up with a study sample of 177 informants. Data was collected using interview schedules, Focus Group Discussion guides and Document analysis guide. Qualitative data was transcribed, coded and organized into themes and reported.
 Findings: Results revealed that parents had three major challenges in learning Kenyan sign language: that Kenyan sign language was too difficult to learn, it was too costly to learn and that the institutions for parents to learn in were not readily available.
 Unique contribution to theory, practice and policy: The recommendations of this study were that; hearing parents of children with hearing impairments be given support in the process of learning Kenyan sign language and that parents should make deliberate efforts to learn Kenyan sign language and other modes of communication in order to communicate with their children with hearing impairments.
Highlights
Education Policy for Deaf Children, the World Federation of the Deaf (WFD, 2016) postulated that children with Hearing Impairments (HI) have a right to full access to quality education and that since persons with HI are mainly visual, sign language and visual strategies must be availed to learners with HI as a birthright
That challenges parents face in Kenya be identified and solutions suggested so that parents can be fully involved in the education of their children with Hearing Impairments
All parents agreed that it was necessary to learn Kenyan sign language in order to communicate with learners with HI
Summary
Education Policy for Deaf Children, the World Federation of the Deaf (WFD, 2016) postulated that children with Hearing Impairments (HI) have a right to full access to quality education and that since persons with HI are mainly visual, sign language and visual strategies must be availed to learners with HI as a birthright. Reviewed literature evidenced that parents of children with hearing impairment in Kenya have problems expressing themselves in and comprehending signed information Kenyan Sign Language. This presents greater problems when parents are required to assist learners with assignments or give instructions. Most parents cannot afford the services of a sign language interpreter for daily life It becomes necessary that challenges parents face in Kenya be identified and solutions suggested so that parents can be fully involved in the education of their children with Hearing Impairments.
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