Abstract:
The study investigated the access to education for learners with hearing impairments. As such, a
qualitative methodology was employed in the conduction of the study. The study was developed
using the interpretivist paradigm. In that regard, purposeful sampling was considered in selecting
the participants, and, data were collected using questionnaires and semi-structured interviews
methods. The findings were presented in words, based on content analysis and interpreted within
the theoretical framework of the study.
The study uses sociocultural theory which emphasises the importance of language, society and
culture for child cognitive development. The theory further notes that, learners with special
needs need to be viewed positively and be treated as normal people. The study has explored
education and its access in general as well as its access to learners with hearing impairment. The
study has further discussed assessment of learners with hearing impairment along with the
strategies used so as to improve their access to the general curriculum.
The study has revealed that learners with hearing impairment seem to cope at school. Besides,
they feel accommodated, as the presence of sign language interprets and the use of sign language
on the school campus makes their learning possible. The data also reveal that sign language
interpreters feel capable of helping learners. However, they pointed out the need for their training
for specialization, and the need for the school to have many interpreters so that they can have
some time off from classes to plan for their lessons. The study further indicates that teachers feel
they accommodate learners as the presence of sign language interprets makes their work easy.
On the other hand, teachers show that learner-centered teaching methods are effective in teaching
learners with hearing impairment. However, in using such teaching methods, they encounter a
challenge in time management and unsuitable resources. The study has found that there is a need
for training sign language interpreters and a clear policy on inclusive education.
