Instructional Strategies and Challenges Faced by Teachers in Promoting Inclusive Learning for Learners with Hearing Impairments at Oriang’ Inclusive Primary School, Homa-Bay County, Kenya

Abstract

Instructional strategies are key to the academic success of any education system. Diverse classrooms require diverse teaching methods that are responsive to the needs and abilities of all the learners. This study purposed to investigate the instructional strategies of teaching and learning used for the learners with hearing impairments and challenges faced by the teachers in inclusive classrooms. The study was conducted at Oriang’ Inclusive Primary School in Homa-bay County, Kenya. Ecological Systems Theory by Bronfenbrenner model (1989) was used. The study targeted all the 17 teachers and 620 learners. Purposive sampling technique was used to draw a sample of 26 respondents comprising the Head Teacher, 13 inclusive classroom teachers and 12 learners. Data collection instruments comprised a semi-structured interview guide and focus group discussion guide. NVivo software was used for analysis that involved systematic coding and organisation of data to identify recurring themes. The findings established that teaching and learning resources must be available to enable diversified instructional methods in inclusive classrooms that include learners with hearing impairments. Challenges included teachers lacking training in inclusive education, large class sizes and limited lesson duration that is not enough to attend to all the learners. The study recommends that the government, through the Ministry of Education, should allocate more funds to inclusive primary schools for the purchase of adequate teaching and learning resources to support the effective inclusion of LHIs and the County Governments should allocate funds for the construction of additional classes in inclusive primary schools to help in decongesting the classes.