Title:
TEACHERS’ PERCEPTION OF INCLUSIVE EDUCATION FOR STUDENTS WITH HEARING IMPAIRMENT IN PUBLIC SECONDARY SCHOOLS IN MOROGORO MUNICIPAL, TANZANIA

Authors:
Grayson Thomas Jullu* and Onesmo Amos (PhD), Tanzania

Abstract:
This study focused on exploring Teachers’ Perceptions of Inclusive Education of Students with Hearing Impairment in Public Secondary Schools in Morogoro Municipal, Tanzania. Students with hearing impairment have equitable access to education. The research employed a mixed research philosophy, whereby the convergent research design was used. The sample size used was 32 respondents, where 30 are teachers, heads of schools, and Municipal Secondary Education Special Need Educational Officers (HoS and MSESNO). The instruments used were questionnaires and interviews. The study found positive perceptions of teachers on inclusive education of students with hearing impairment. The study also found that teachers don’t know how to use sign language which is the medium of information for students with hearing impairment. The study found that most of the respondents understand what inclusive education means, inadequate professional development, inadequate assistive technology for students with hearing impairment in inclusive regular schools Poor environmental conditions disrupt learning and teaching activities, few specialist teachers, and lack of stakeholder involvement make difficult to provide education for students with inclusive education also the curriculum is not suit students with hearing impairment. The study recommends in-service training of inclusive classroom teachers should be done from time to time by rechecking the inclusive education policies. Secondly, government should reform the curriculum which should show how students with disabilities are equitable access to education within the classroom. Thirdly, most teachers should be trained in using sign language to help students with hearing impairment in highly achieving academically. Fourthly, the infrastructure being rebuilt or built should be conducive to meeting the needs of all learners with disabilities as well as the availability of all assistive devices that may harmonize the learning process. By doing so, Tanzania may attain one of the keys to sustainable millennium goals of ‘Education for All’.