Browsing by Author "Augustine, Rweyemamu"

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    Assessment of the Teaching and Learning Process in Inclusive Classrooms for Students with Hearing Impairment in Selected Secondary Schools in Tanzania
    (University of Dar es Salaam, 2012) Augustine, Rweyemamu
    The study assessed the teaching and learning process in inclusive classrooms for students with hearing impairment in Bwiru and Musoma secondary schools in Tanzania. Specifically, it explored the teaching and learning strategies for teaching students with hearing impairment learnt by trainees in teachers’ training colleges and also assessed the teaching strategies used by teachers in teaching students with hearing impairment in inclusive classrooms. The study also investigated availability and use of teaching and learning materials as well as explored ways of improving teaching and learning approaches in inclusive secondary schools. Qualitative and quantitative research approaches were employed. The sample comprised 148 respondents involving school heads, academic coordinators, inclusive classroom teachers, students with hearing impairment and hearing students. Questionnaires, interview guides, documentary reviews and observation schedule were used as instruments of data collection. The study results showed that teachers learnt various teaching and learning strategies from teacher training colleges which could be used to facilitate the learning process for students with hearing impairment. They included demonstration, experimentation, chalkboard notes, lecture, study tours, guest speaker, group discussions, questions and answers and practicals. It was also found that teachers failed to employ appropriate teaching strategies due to lack of knowledge about education for students with hearing impairment, the shortage of teaching materials for educating students with hearing impairment was also identified as a problem. Lectures, questions and answers, chalk board notes and practicals were the main teaching and learning strategies used in inclusive classrooms for students with hearing impairment. Teachers preferred the use of written notes for classroom interaction contrary to students with hearing impairment who preferred the use of sign language and lip reading. Heads Schools and most of teachers had not attended any special education course. The study concludes that education for students with hearing impairment has to be regarded as an investment for the society. It is recommended that the Ministry of Education and Vocational Training, through Department of Teacher’ Education in collaboration with Tanzania Institute of Education, has to review the current Secondary Teacher’ Education Curriculum to integrate skills in inclusive education. Also, it is important that the government provides teaching and learning materials as well as incentives and privileges to special needs education teachers.