Inclusion or Exclusion? Critical Needs of Hearing Impaired Learners during an English Reading Comprehension Lesson

Abstract

Drawing on the social inclusion theoretical model, this study examines critical needs of
 hearing impaired learners during an English reading comprehension lesson. Some of the
 challenges that hearing impaired learners experience arise due to their exclusion from
 activities, participation and access. The study utilised qualitative approaches through
 semi-structured interviews. A total of twenty-six participants from three secondary schools
 located in the northern region of Malawi participated in this study as follows: seven
 regular teachers, two specialist teachers, two resource persons and fifteen hearing impaired
 learners. The results reveal that most hearing impaired learners do not manage to attain all
 reading comprehension objectives. Although teachers use a combination of strategies during
 a reading comprehension lesson, they do not utilise strategies that promote higher-order
 cognitive thinking skills. Finally, the results reveal that hearing impaired learners encounter
 several challenges some of which may be avoided if teachers embrace inclusive practices.
 The results have implications for stakeholders, teachers and researchers as follows: there
 is a need to improve the inclusive system of education by providing in-service training for
 teachers and employing competent specialist teachers and resource persons to facilitate
 the learning of hearing impaired learners. There is also a need to improve the learning and
 teaching facilities for inclusive schools as teachers and learners bemoan lack of teaching
 and learning materials suitable for hearing impaired learners. Teachers would be able to
 overcome some of the barriers to participation and learning which arise due to inadequate
 teaching and learning resources. Further research