Teachers’ attitudes towards pupils with hearing impairment in Tanzanian primary schools
| dc.contributor.author | Mfuse, Restuta | |
| dc.date.accessioned | 2016-06-07T17:16:00Z | |
| dc.date.accessioned | 2020-01-08T09:12:53Z | |
| dc.date.available | 2016-06-07T17:16:00Z | |
| dc.date.available | 2020-01-08T09:12:53Z | |
| dc.date.issued | 2010 | |
| dc.description | Available in print form | en_US |
| dc.description.abstract | This study investigated teachers’ attitudes towards the pupils with hearing impairment in primary schools in Iringa Region, Tanzania. Specifically, the study examined (i) teachers’ attitudes towards pupils with hearing impairment with regard to training variable, (ii) teachers’ awareness about the abilities of pupils with hearing impairment, (iii) the teaching-learning methods employed to pupils with hearing impairment and (iv) the problems which the teachers faced when teaching pupils with hearing impairment. The study was guided by the descriptive survey design and it employed mainly the qualitative approach supplemented by the quantitative inquiry. Purposive, stratified and random sampling techniques were applied to select 124 informants in the categories of pupils, teachers and head teachers. Data were collected through documentary review, observation, questionnaire and interview. The data were analyzed both qualitatively and quantitatively. Findings revealed that: First, the majority of teachers had a positive attitude towards the pupils with hearing impairment. However, the majority of non trained teachers indicated negative attitudes. Second, the majority of teachers (not less than 70%) were aware of the abilities of pupils with hearing impairment. Third, teachers were using different methods to teach pupils with hearing impairment. The methods included discussions, questions and answers, lectures and field observations. Fourth, teachers were faced with different problems like inadequate teaching and learning materials. It was concluded that the majority of teachers had positive attitudes towards pupils with hearing impairment. However, the fact that most of untrained teachers had negative attitudes was a clear indication that there was a problem. The study recommended that there is a need for intervention strategies like sustainable in-service training, seminars and favorable working conditions which focus on changing teachers attitudes towards the pupils with hearing impairment. | en_US |
| dc.identifier.citation | Mfuse, R (2010) Teachers’ attitudes towards pupils with hearing impairment in Tanzanian primary schools master dissertation, versity of Dar es Salaam. Available at http://41.86.178.3/internetserver3.1.2/detail.aspx | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/3893 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Hearing impared children | en_US |
| dc.subject | Education | en_US |
| dc.subject | Handicapped children | en_US |
| dc.subject | Primary schools | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Teachers’ attitudes towards pupils with hearing impairment in Tanzanian primary schools | en_US |
| dc.type | Thesis | en_US |