Teacher Proficiency in Sign Language and Reading Skills Development of Learners with Hearing Impairment

Abstract

This study examined teachers’ proficiency in Sign Language and the methods employed to improve the reading abilities among learners with Hearing Impairments. Qualitative method was applied through the use of in-depth interviews, classroom observations and focus group discussions. The study comprised 115 participants who were purposively sampled as follows: Twenty-six (26) teachers of students with Hearing Impairment, sixteen (16) administrators thirteen (13) parents of students with Hearing Impairment, and sixty (60) grade three (3) students out of which a total of thirty (30) Hearing Impairments whereas the other thirty had no Hearing Impairments. The study found that teachers lacked knowledge of sign language. Although the Primary Literacy Programme incorporates systematic explicit instructions, teachers were not able to adequately apply this evidence based instructional strategies when it came to teaching learners with Hearing Impairments due to lack of proficiency in Sign Language. Given that the phonic methodology’s strength rests in the use of sounds, it was observed that instructional strategies were not utilised when teaching children with Hearing Impairment. Teachers also had limited opportunities for Continuous Professional Development to familiarise themselves with the PLP methodologies and hone their Sign Language skills. The study recommends improved pre-service teacher training in Sign Language as well as increased opportunities for Continuous Professional Development among in-service teachers.