Faculty of Education

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Browsing Faculty of Education by Subject "Inclusive education"

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    Educating Deaf and Hard-of-Hearing Learners in Inclusive Classrooms in Tanzania: In Harry Knoors, Maria Brons, and Marc Marschark (eds.): Deaf Education Beyond the Western World: Context, Challenges, and Prospects
    (Oxford University Press Online, 2019) Namirembe Bernadatte
    Educating deaf and hard-of-hearing (DHH) learners poses a challenge to teachers working in inclusive education settings such as the ones in Tanzania. Having DHH learners in the classroom is viewed as a burden by all stakeholders, especially teachers. In 2009, Tanzania signed and ratified United Nations Convention on Rights of Persons with Disabilities. This implies that Tanzania recognizes the DHH learners’ right to a good education. However, it remains unclear how the country is dealing with the challenges of providing DHH learners with a quality inclusive education. This chapter discusses the status of DHH learners in Tanzania in the face of the global trend toward inclusive education. It explains the current situation of inclusion of DHH learners in mainstream classes, including their achievements, challenges, and limitations. Recommendations are provided for future objectives based on best practices discussed in the literature.
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    Visualization strategies and teaching Geography to learners with hearing impairment in secondary schools: lessons learnt from Mbale and Lira Districts in Eastern and Northern Uganda
    (Springer, Cham, 2026-06-02) Mwesigwa Peter; Kiiza Mark
    This study investigated the use of visualization strategies in teaching geography to students with hearing impairment in secondary schools in Mbale and Lira Districts in Uganda. Results of the data analyzed for themes and descriptive statistics in Microsoft Excel revealed that 82% of secondary school students with hearing impairments in these two districts struggled to understand geographical concepts. Application of role-play and visualization in teaching methods enhanced their comprehension, with a 57% improvement in understanding. These results demonstrate the effectiveness of role-play in teaching strategies in enhancing learning among learners with hearing impairments and the need for policy underpinnings to this effect.