ABSTRACT

lirc maitr pur"posc of the stucil, rvas 1o analyze tlrc inrpaot ol'lhematicourriculum on leanriug tu
rcacl atnong learuers rvith hearing impairrneut, a case stLrcly ol'1hrecselcctecl schools iu [)ingire
S Lrb-Crir-urty Serere elistricl.

1'lrestLrdy design rvas descriptive ir-r nature rneaning it used both clualitative and clualitativc clata
ihat r'vaslater edited, codecl ancl presented fbr analysis using u,ord softu,are houe.rer thc
researcher experienced various limitation that inclndecl uncooperative responclents, tiure conslr'uint

lbr clata collection. Purposive sampling rvas usecl on the administrators zrncl simple ranclout
sampling was used on the teachers fi'omthe three schools on tl-re selected 30 resporrcleuts (20
teachers ancl 10 admir"ristrators) from Pingire Sr-rb-CoLrnt1, Serere c]istrict.
-['lre
str"rdy fouucl out tl.rat majoritS, of the responclents 50% said they used chalk and talk methoc'ls
as their rnethod of teachir-rg reading 1o leamers n,ith hearing impairmcnt.
'l'hc there is neecl to ollsct phvsical
lbilorving recoururenclations rvere there lbre sr:ggestecl;
cliffrculties lbr l"rearing in-rpaired learners in primary schools, the neecl to use apl;licd tcachirrg
ntethocls tl-rat sr"rits the learners rvitl-r hearing inrlxinnent 1o mentior-r but a I'eu,.In conclusictn, thc
physical environn'ientof the school is critical to the inclusion o1'learncrsu,i1h ht--aring iurpailnrunt
as it cletermines what the school can do in tl-re teacl-ring and learning o1'theselearners.

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