Senzeni Bhila

Topic: The challenges /negative effects of online learning on children with hearing
impairments.Ae case of .........

INTRODUCTION

Over the past two to three decades, in most developed countries there has been a significant
trend towards the placement of students with special educational needs in mainstream schools
rather than in segregated special schools and special classes. This move has been referred to
variously as integration, mainstreaming, and more recently, inclusion. Inclusion refers to students
with disabilities becoming part of the general education classroom, receiving a meaningful
curriculum with necessary support, and being taught with effective strategies (Smith
2004).Online learning has always been an option for learners across the globe. In the subsequent
years online learning has become more and more popular in face of the Covid 19 pandemic.
During the Covid-19 era, many disabled students have been impacted physically, mentally and
their interactions have been limited. That could be one of the barriers for full and active
participation in the learning process for these children. Therefore, this study aims to discover the
effects that online learning has on children who have audio impairments though investigating the
challenges faced by hearing impairment students and how these challenges affect the
communication and mainstreaming. The Education Act (1987) in Zimbabwe stipulates that
children with disabilities should be accommodated in ordinary schools for the purposes of
learning. However, most teachers in Zimbabwean schools did not receive training on the
teaching of children with impairments. It is on account of this that this present study attempts to
gain insights into how children with hearing impairment benefit from learning in an inclusive
environment with children whose hearing has no challenges.

Background of the study

The movement to have education for all was launched at the World Conference that involved
different world organizations such as UNESCO and UNICEF during the early 1990s movement.
This conference was held with the main agenda being to provide basic education to everyone in
the world. However, inclusive education is a debatable issue which is discussed a lot especially
in the field of education, Zimbabwe included. It has been used as reference in the global
education in setting goals to make our society inclusive. The attempt to provide education for all
was however not effectively implemented even though a proper framework was available.

The education ought to upgrade teachers who educate children with developmental incapacity
and also make mindfulness within the society to acknowledge children with special educational
needs. Therefore there is ought to present comprehensive extraordinary needs education in all
teacher professional development-programs that ought to satisfy the 21st century education
whuich is more digital than before.. Be that as it may, children with hearing challenges require
additional attention in terms of curriculum adaptation, teaching strategies, and accessibility of
educating and learning materials, assistive technology, appraisal frameworks, as well as
resources and reserves for more help in adapting the school environment. This study will
address the issue of children with hearing challenges by analyzing the challenges confronted by
teachers who educate children with hearing disability and how they attempt to overcome these
challengesespecially adopting the online model.

According to the Ministry of Primary and Secondary Education Zimbabwe, (2018), 15% of
primary school teachers have minimum basic computer skills. Lack of professional preparation
and development of teachers in inclusion is a fundamental barrier to its successful and effective
practice as they provide the necessary and appropriate services and programmes. (Berry 2010).
Teachers are expected to develop and improve all the children in their classrooms through
creation and establishment of an appropriate learning environment involving all the children in
learning activities. (Miles 2009). According to Erbas (2011), teachers have insufficient
knowledge , understanding, skills and competencies to serve in inclusive pedagogical settings.
This is due to lack of adequate pre-service training. (Malak 2013).According to this scholar this
may therefore mean that there is still a wide gap in as far as teacher development is concerned
especially looking at implementing the inclusive education policyin the wake of remote learning.

In a bid to promote and achieve Education for all as advocated in the educational policy
document of 2000,however quality education in rural Zimbabwe is difficult to deliver, achieve
and receive, where the nearest schools for learners are 5 to 10km away from learners
homesteads, (Chiparaushe, Mapako and Makarau (2011). Mafa (2012), noted that most schools
in Zimbabwe lack disability friendly infrastructure and teaching aids such as hearing aids. For
learners who have hearing problems, this sets them at a greater disadvantage in receiving quality
education. Inclusion is one of the most challenging fundamental innovations confronting
stakeholders including policy makers, teachers, principals and parents.(Ballard 2012). In as much
as inclusive education is beneficial to learners with disabilities, Majoko, (2017), contends that
learners with disabilities need to be educated at home or in special settings as they may distract
their peers in inclusive settings.

This may therefore mean that there is disparity , inequality and discrimination in the educational
system especially looking at the mentally challenged or learners with disabilities at primary
school level in Zimbabwe.

From the beginning of 2020, almost all educational institutions in the world were facing
educational challenges interms of implementation of the curriculum due to the the presenceof the
Covid 19 pandemic. The forced disorder was accompanied by an uncomfortable environment
and questionable ideas about how to remotely organize the educational process. To a greater
extent, these problems affected students with disabilities (sensory, physical, and somatic).
Human Rights Watch (2019) called for additional measures to protect the rights of people with
disabilities when responding to the pandemic. Such measures include the organization of
distance learning for students with disabilities of different ontological groups and, first of all,
with hearing and visual impairments. The situation of the pandemic from the very beginning
revealed the unpreparedness of most institutions in terms of overcoming these problems. It is
extremely necessary to analyze the emerging effects that are a result of distance learning for
students with hearing impairments in different schools.Hearing impairment and its consequences
are well documented. According to Tucci et al. (2009), mild to moderate hearing impairment in
children can result in developmental delays with profound hearing impairment leading to
significant speech and language delays, often with the resultant inability to engage in oral/aural
communication. Without interventions such as hearing aids and cochlear implants, children may
never develop speech and language or any ability to communicate effectively. Moreover, hearing
impairment may also inhibit the social interaction of students and if they communicate via
speech, articulation problems may make it difficult to understand them (Lewis & Doorlag, 1999).
The main barriers experienced by students with hearing impairment are related to language and
communication (SHU, n.d.). Findings from a study conducted by the Gallaudet Research
Institute (2005) reported that the average reading comprehension score (as measured by the SAT-
9) for 17- and 18-year-old students with hearing impairments was approximately equivalent to
that of a fourth-grade hearing student. In the United States, research has linked hearing
impairment in the school-age population with –

• delays in social development (Davis, Efenbein, Schum & Bentler, 1986);

• poor reading skills (California Deaf and Hard-of-hearing Education Advisory Task Force,
1999) and oral language (Bess & McConnell, 1981; Yoshinaga-Itano, Sedey, Coulter &
Mehl, 1998); and

• serious limitations in educational performance relative to hearing peers, even when the
hearing impairment is minimal (Doyle & Robson, 2002).

Organizing the education of students with hearing impairments in inclusive groups remains an
important task, which has not been fully solved. The fact that the training of this category of
students is problematic affects the persistence of the belief that it is better for the Deaf to receive
education in special, rather than inclusive, groups. Children with audio impairments require at an
interpreter into a language they understand, assistive equipment and psychological support. The
situation of the pandemic, for all its suddenness, and the total introduction of distance learning
have led to various kinds of difficulties. So, in addition to technical and organizational issues,
there are complications that affect the ability of the brain of a deaf student to receive, summarize
and deposit all information during the transition from full-time offline to distance education.
Complications also arise when looking at the emotional sphere of the deaf children since sign
language has a degree of visual modality, the language of “eye contact”, which requires direct
communication. If the integration process is not effectively implemented children with hearing
impairments can be forced to drop out of school.

Statement of the problem

escribe the BACKGROUND to the problem

• Describe the FOREGROUND of the problem (its perspective, significance and scope)
• Diagnose the problem/identify a potential solution in the associated THEORETICAL
LITERATURE

• Describe the KNOWLEDGE GAP, i.e., the relevant deficiencies in previous research

• Argue logically for the NEED FOR THE STUDY/ generalise your claim to a wider
audience.

The educational process involves active feedback, which in the case of distance learning
continues to be carried out with the help of a sign language interpreter. Accompanying texts and
subtitles are not enough for online lectures and practical classes. For a deaf student, it is
necessary not only to read, but also to understand the information. In addition to the fact that the
deaf prefer a visual learning style, it is important that the information received in the classroom
is embedded in the knowledge system. The latter requires both teachers and students to immerse
themselves in the material, with teachers constantly monitoring its assimilation, which,
consequently, makes a relevant assessment system necessary.

So, the rapid transition to distance learning for students with hearing impairments has led to a
variety of problems in almost all schools around the world. Thus, during the pandemic,
Malaysian students with hearing impairments complained about the poor quality of hearing aids,
which hindered the assimilation of educational materials; in addition, the students’ level of
knowledge of computer technologies was insufficient, and a negative emotional state during
online classes was noted. Apparently, distance learning negates the effect of inclusive education,
since there is no direct communication of students with hearing impairments with classmates and
teachers, and, as a result, the online format reduces the activity of special students and affects
their academic performance. In this regard, it is possible to state in a certain sense the risk of
social deprivation and increased social exclusion in relation to the deaf group.

Thus, distance learning in its total format is likely to negatively affect the personal and
professional development of a deaf student. Taking place in the discourse of a tense, protracted
pandemic situation, associated with an ongoing threat to health and a sense of fear, learning does
not normally perform any of its functions. However, in the conditions of the modern information
society and new requirements for professional training, distance technologies should be included
in education. Therefore, it is appropriate to ask where distance learning is good and where, on the
contrary, it is evil, and how ready we are for the next situation of a pandemic or any other
situations that require long-term isolation of students. In the discourse of this research, the
question is to what extent and how exactly distance learning should be organized in the
designated situations for deaf students particularly in developing countries like Zimbabwe. Files
UNESCO (2003) on inclusive education also looks at all learners and their individual
differences and difficulties. Thus, inclusive education involves all children learning together in
the same physical environment. This background seems to indicate that inclusion of children
with hearing impairment in ordinary schools is a right and not a privilege for children
with this disability. The present study will investigate the impact of involving children with
hearing impairment in ordinary classrooms in Zimbabwean primary schools in the wake of
online learning.

Purpose of the study

The study seeks to critically analyze the effects of online learning on children with hearing
impairments.The study seeks to scientifically explore the challenges of online learning
experienced by children with hearing impairment in regular schools. It is envisaged that the
study would enable the parents and teachers alike to appreciate inclusion of children with
hearing impairment into regular classrooms. The study also hopes to provide policy-makers
and curriculum innovators with data useful in the implementation of inclusion.

Specific objectives:

• Assess how online learning is different from face to face learning for children with
hearing impairments.

• Identify the challenges faced by deaf students when using online learning

• Determine how these challenges can be addressed

Research questions

• How is online learning different from face to face learning for children with hearing
impairments?

• What are the challenges faced by deaf students when using online learning?

• How can these challenges be addressed?

Significance of the Study

The importance of this study stemmed from the fact that it attempted to identify and establish the
actual experiences of children with hearing impairment as they learn online within an
inclusive environment. It is hoped that the study will contribute in the improved teaching and
learning of both the hearing impaired and normal children in a non discriminatory
environment. Inclusive education supports the principle that every child has a fundamental right
to education and should be given the opportunity to achieve and maintain an acceptable level of
learning and that education systems should accommodate the diverse needs of learners. It was
also hoped that the findings would help heads of schools, educational planners, policy makers
and educational administrators realise the impact of existing conditions in ordinary remote
learning classrooms regarding the hearing impaired children so as to devise programmes that
will enhance the promotion of quality learning of children with hearing impairment in inclusive
situations.

Limitations of the study

Eliciting information from the area will likely be a challenge. The challenges ay included the
absence of the internet where the researcher could extract information. Time frame may also a
limiting factor as this research was carried out in a short space of time .Resources such as
finances, time and mobility to communicate also may pose a great challenge to the researcher in
a bid to come up with a study that has data quality. This study will be limited to the inclusion
of children with hearing impairment in ordinary or regular schools. This study is also
limited to a detailed account of what actually goes on online learning and thus no more than a
snap shot of practice in specific settings. Clearly, the findings cannot be generalised but they
alert one to both the possibilities of including children with hearing impairment in regular
schools and difficulties encountered in a small sample of a Zimbabwean primary school.

Delimitations of the study

Study delimitation are characteristics which define the boundaries of the study. This study’s
delimitations are noted as follows:
 • Geographical delimitation: the research will be carried out Zimbabwe, a developing
country in southern Africa.

• Theoretical/Literature delimitation: Theoretical delimitation includes the field which will

be covered by the study in terms of literature. In this study, the researcher will only
review literature to do with the objectives and research questions of the study. Thus
literature relating to the effects of online learning on children with hearing impairments
only will be reviewed in this study. The researcher chose to use random sampling where
she chose to carry out the research at .........primary school. This school falls within
the ...... District in .........province. The catchment area of the school is quite broad which
may therefore give a sample that gives a true reflection of the prevailing situation with
regards to the problem under study. The reasearcher used a sample of respondents drawn
from ............ primary school and 10 teachers.

• In the research study and the target area concerned the researcher will exclude .....
schools. The study is restricted to decisional areas, namely classroom management,
general school management and teacher conduct.

Assumptions of the study

This study assumes that:

• Pre Covid 19, deaf children had more opportunities to access face to face learning.

• Institutions like schools have not fully transitioned back to face to face learning even
though restrictions have been relaxed.

Scope of the study

The study will benefit children with hearing impairments that are still in school.

Definitions of key terms

• Hearing impaired: The term is often used to describe people with any degree of hearing
loss, from mild to profound, including those who are deaf and those who are hard of
hearing

• Children: a young human being below the age of puberty or below the legal age of
majority.
 • Sign language: Sign language is manual communication commonly used by people who
are deaf. Sign language is not universal; people who are deaf from different countries
speak different sign languages. The gestures or symbols in sign language are organized in
a linguistic way. Each individual gesture is called a sign.

• Online learning: Online learning is education that takes place over the Internet. It is often
referred to as “e- learning” among other terms.

Summary

This chapter highlighted the background of the Study, statement of the problem, Objectives of
the Study,. The chapter also included assumptions, definition of terms, Delimitations of the
Study, the limitations of the Study and significance of the Study, where the researcher outlined
the reasons for carrying out this study as well identifying key groups that would benefit from this
research . The next chapter will be looking at literature review on the challenges that affect
learners with hearing disabilities at primary school level in the wake of online learning .

LITERATURE REVIEW

The World Bank estimates that people with disabilities are the fifth of the world's poorest (World
Bank, 2010). Disability begets poverty. It is believed amongst people in developing countries
that students with disabilities cannot learn or develop skills, so they are considered to be a
burden. This situation has constrained opportunities for the disabled to participate in economic
activities that can improve their quality of life. Segregation and marginalization of disabled
people believed to arise from the attitude of the environmental barriers restrict access to disabled
people from full educational opportunity.
Studies show that the three components: cognitive, affective and behavioral represents the
emotional portion of an attitude, whereas beliefs, ideas and opinions refer to the cognitive
component. A person’s willingness to interact with the subject at hand including the manner in
which the do so best describes the behavioral component. Attitudes consist of three mechanisms:
emotional, cognitive, and behavioral (Olson & Zanna, 1993). The emotional represents the
affective part of an attitude, whereas the cognitive refers to thoughts, thinking, and views
(Antonak and Livneh, 1988). The behavioral describes a person ‘s keenness to interrelate with
the matter which they do so (Cook, 1992).

In research relating to disability, the importance of understanding issues around the disabled is
often under-appreciated. Considerable expertise is needed to address its issue and to help perhaps
people understand more towards the disabled. As long as there is a negative attitude towards the
disabled, people still cannot accept their presence, and the integration of disabled people in
society will be closed (Yusmarhaini et al., 2019). Factors that can change negative attitudes
towards disabled people are informed about the group and direct contact with them. More
information about disabled people known to the community, the less negative stereotypes about
the disabled and the more positive their attitude towards disabled people (Mathers, 2003) and
similarly, direct contacts with disabled people improve their attitude towards disabled people.

Students with hearing loss can find the classroom a challenging environment and this can lead to
social isolation. Not being able to interact with other students may affect the learning process.
They are not motivated to take part in tutorials. If they cannot follow the progress of the lecturer,
they might not learn effectively. As Doyle (2002) remarks that the importance of hearing is often
underestimated mainly because, for the most part, it is an invisible disability. The lack of
understanding of hearing loss is further compounded by the tendency to classify the ability to
hear into two categories: hearing and deaf. There is a diversity of definitions of hearing
impairment. Thus, comparison among studies is difficult. We use WHO classification that
classified hearing impairment according to the pure tone average in the better hearing ear.
Categories of hearing impairment range from “no impairment” to “profound impairment”
according to the threshold level (Mathers, 2003). Based on the discussed literature reviews, it has
been found that there are still lack of studies conducted on the challenges of hearing impaired
students during Covid-19 pandemic.

There are various opinions in literature regarding the relationship between a teacher’s gender
and the aitude towards inclusive education. Several studies support the view that there is no
correlation between the two (Cornoldi et al, 1998; Avramidis et al, 2000; Kuester, 2000; Van
Reusen et al, 2001). In a similar study, Harvey (1985) concluded that gender was not a
signicant factor in determining a teacher’s aitude toward inclusive education.However,
some studies found that female teachers were more favourably inclined towards the inclusion of
students with disabilities into regular seings (Pearman et al, 1992; Leyser & Tappendorf, 2001)
and appeared to have higher expectations Vol 23, No.3, 2012; doi 10.5463/DCID.v23i3.117

www.dcidj.org93of these students than their male counterparts (Hodge & Jansma, 2000). In
contrast, other studies found that male teachers were either signicantly more condent than
female teachers about their ability to teach students with disabilities (Jobe et al, 1996), or held
more positive views about inclusive education (Lampropoulou & Padelliadu, 1997).Factors
which are major impediments to the development of inclusive education in Andhra Pradesh are a
limited understanding of the concept of disability, negative aitudes towards persons with
disabilities and a resistance to change. The inclusion of students with hearing impairment is even
more challenging because of the communication barrier between them and their non-impaired
peers and teachers. McCain and Antia (2005) of the University of Arizona compared the
academic achievements, communication participation and social behaviour of ve hearing-
impaired students, ve hearing-impaired students with additional disabilities and 18 peers
without hearing impairment studying in an inclusive classroom. It was found that hearing-
impaired students were not significantly diferent from their hearing peers in all the above areas,
indicating that co-enrolment is a possible model of inclusion for hearing-impaired students.

Globally, education is considered a fundamental human right for all regardless of socio-
economic and orphysical wellbeing status(Udoba, 2014). Learning opportunities and facilities
given to people with disability is termed “Special NeedsEducation” or (SNE). The term “special
needs education “replaces the term disability when dealing with the educational aspect of people
that are physically challenged(Mutugi, 2018). Special needs educationlearners include persons
facing difficulties in learning, growth disorder, behavior, inability to look after them selves,
(Lindsay, 2007).

In Southern Africa, the term Special Needs Education” referto the education given to people with
all form of disability.The 2018 population and housing census of Malawi estimated that 1,
734,250 people have disability in Malawi.This number represents 11.6% of the total population
of the country(Malawi Population and Housing CensusReport, 2018). Malawi is a signatory to
the United Nations Convention on the Right of Persons with Disability(CRPD) since 27th of
September, 2007 and enacted the Disability Act in 2012(Malawi Government, 2020). Globally,
itis estimated that 15% of the seven billion people are disable in some form(Agyire-Tettey,
Cobbina, & Hamenoo,2017; World Health Organization World Bank, 2011). Among the global
disability index, hearing impairment iscommon(Kodiango & Syomwene, 2016). According to
World Health Organization World Bank (2011) estimates,about 360 million people have hearing
impairment disability globally. Global studies have shown that hearingimpairment is worst in
Africa as compare to other parts of the world(Agyire-Tettey et al., 2017; World
HealthOrganization, 2012). However, in Malawi, albinism is the most common disability and it
account for 0.8 (134, 636)of the national population of the country(Malawi Population and
Housing Census Report, 2018). About 24% of thepeople with disability in Malawi are those with
hearing impairment(Malawi Population and Housing CensusReport, 2018). In 2005, there were
around 60,000 people with disability in Malawi(WHO, 2005).Studies have found that hearing
impairment have effect on certain developmental areas of children in their earlyages. These areas
are speech, intelligence, language, psychological development and educational
achievement(Kodiango & Syomwene, 2016); Ndurumo (1993). A study by Agyire-Tettey et al.
(2017) revealed that institutionalbarriers like reading learning materials, availability of facilities,
teaching, curricular content and instructionalprocesses seem to affect the academic performance
of person with hearing impairment in Ghana.Among the many rights people with disability in
Malawi are entitled to is the right to education. In this regard,the Malawi government has signed
global treaties on disability and has instituted several initiatives to supportpeople with disability
or learners with special education needs (SNE). For instance, the (1948) UniversalDeclaration of
Human Right proclaimed that every child has the right to education regardless of their
status.Similarly, UNESCO framework for action on SNE and the UN Standard Rules on Equal
Opportunities for Disabledpeople (1993) as well as the Education for All (2002) was all geared
towards providing basic education for allwithout discrimination(Malawi Human Rights
Commission, 2003). Although there are many organizations engaged in disability welfare,
however, disabled people like those withhearing impairment are still faced with challenges and
constrains in terms of education and social services. Mostpersons with hearing impairment in
Malawi encounter challenges such as attitudes, stigma and myths held bysociety, inadequate
specialist teachers, shortage of specialized teaching and learning resources and assistive
devicesand inadequate funding by the central governme

2.3. What are Hearing Impairments?

Hearing impairment has been describe as the inability to hear below 25 decibels of sound and is
categorized asfluctuating or permanent(Agyire-Tettey et al., 2017). Similarly, Kodiango and
Syomwene (2016) refer to hearingimpairment as the total loss or slight loss of hearing ability
while Nordheimer and Brandl (2015) describe it as thedeafness, dysfunction of the auditory
system and hardness of hearing(Hardman, Drew, & Egan, 2005). Factors suchas disease,
accidents, tinnitus condition, heredity, ageing and noise from factories are among the common
causes ofhearing impairment(Kodiango & Syomwene, 2016; Mpofu & Chimhenga, 2013). It
covers the entire range ofauditory impairments, encompassing both deaf person and the
individual with a very mild loss. According toQuigley and Kretschmer (1998) there are different
types of hearing impairments based on where along the auditorypath way the hearing loss is
sustained. The first is conductive hearing and it affects loudness or intensity linkedwith speech.
The second is sensorineural hearing impairment and it affects the frequency, intelligibility and
clarityof the sounds a person can hear.Quigley and Kretschmer (1998) further categorized the
causes of hearingimpairment into endogenic and exogenic factors. Endogenic factors are as a
result of some biological cause orprocess such as hereditary, syndromes, metabolic endocrine
disorders and blood incompatibilities. Exogenic factorsare as a result of some accidents or of
some foreign objects either blocking or destroying some aspect of theauditory mechanism. In
addition, such exogenic factors include drugs, poisons, bacterial infections such asmeningitis and
viral infections such as mumps, rubella and measles

2.4. Challenges Facing Learners with Hearing Impairments

According to the World Federation for the Deaf data base, approximately 70 million people are
considered deafglobally with 80% of these living in developing countries(World Federation of
the Deaf, 2020). Based on the recentUN (2019) report on person with disability, physically
challenged persons are said to encounter multiple barriers interms of accessing education. People
with disability were found to be less likely to attend school, complete school,drop out of school,
possess basic skills and have fewer school year opportunities. The report further stated
thatdiscrimination and prejudice, absence of qualified teachers, lack of educational materials and
disaggregated dataresearch about disability continue to deny persons with disability the right to
quality education globally(UN,2019). WFD further observes that the deaf are among the poorest
of the poor with limited access to education.Various problems inhibit learners with special needs
education to attain their fullest potential by hindering their fullparticipation. These include
stigma by community or community attitude, inadequate specialist teachers andresource centres,
shortage of specialized teaching and learning resources and assistive devices, ignorance
orunawareness of most people that disability is not inability(Malawi Government, 2009).

2.5. Negative Attitudes, Stigma and Myths Held by Society

Traditional beliefs and societal pressure in Malawi has exposed persons with disability to partial
or permanentabandonment in resource centers. The National Action Plan for the Promotion and
Protection of Human Rightsstipulates that; myths and negative attitudes towards children with
special needs hinder their education aspirations

(Malawi Human Rights Commission, 2003). For example, myths held by some community are
believed that havinga disability connotes carrying evil spirits. While others believes that
intercourse with a disable person can curedHIV/AIDS. This belief exposes most people with
hearing impairments to harassment, bullying, abuse, school dropout and has made some parent to
become more protective of their disable children. Similarly, the MalawiNation news paper of 5th
October 2012 articulated that; many disabled children in Malawi suffer not only from thephysical
disability but also from stigma in their homes (The Nation news paper of 5th October 2012 p,
3).Additionally, Fichten and Amsel (1986) also stipulated that persons with disabilities are often
described as overlysensitive, self-pitying, helpless, dependent, easily discouraged, non-ambitious
and expecting special treatment fromothers. Based on a study conducted by Hops (1996) in
Botswana, people attributed disability as being a curse as aresult of witchcraft or parents
violation of traditional standards or values. This societal stigmatization results in
theabandonment of children with disability and sometimes complete rejection from their
families. The author furtherarticulated that these actions have both short term consequences like
children with disabilities preferring to hide inremote cattle posts while the long term
consequences discourages disabled children from attending formalschooling.For some disabled,
hearing loss is devastating, traumatizing and can be easily misconstrue as senility or
absentmindedness(Hetu, 1993). To others, hearing impairment is a questioned to their self image
and makes them feelinsignificant and abnormal in society(Gudyanga, Wadesango, Hove, &
Gudyanga, 2014). Yuker (1970) suggestedthat the negative and stereotype attitude has the
potential to limit possible opportunities they deserve for their ownadvancement. Sometimes the
limitations imposed on individuals with disabilities by the general public are worsethan the
disability itself.On the global scale however, perceptions are shifting towards person with
disability and learningopportunities.Furnham and Thompson (1994) argued that this change may
be reflective of socially desirableanswers rather than actual change. The theory of social
desirability suggests that participants are inclined torespond favourably to items expressing what
is deemed socially proper(Wright, 1983). In other words, attitudestoward persons with
disabilities may not have changed significantly; instead, individuals may be less willing
toconvey their true feelings of negativity because they know it is less acceptable now to express
prejudices andstereotypes towards hearing impaired learners in society.
2.6. Inadequate Specialist Teachers

The recent UN (2019)

reports on disability suggested that countries should “

Provide training to teachers andother education specialists to gain knowledge and experience in
inclusive education for persons with disabilities

” A study

conducted by Mpofu and Shumba (2012) in Zimbabwe concludes that teachers teaching person
with disability aregrossly inadequate. They attributed the inadequacy of teachers to the
government inability to train more teachersdealing with deaf students. They suggested that
specialized teacher training by tertiary institutions and throughin-service workshops is the
appropriate avenue to equip teachers with the skills and competencies such as theknowledge of
sign language. A famous blogger noted that teachers teaching sign language in Malawi lack
adequateknowledge in the profession. These sign language interpreters are also generally located
in the South of thecountry, so it is hard to get one in the North. Malawi is facing a lot of
challenges in diverse areas more especially asthey want to access communal or any other
fundamental services. Government of Malawi EFA National ActionPlan July (2004) also
affirmed that access to quality education to learners with SN is most of the time impeded
byshortage of well-trained teachers and this is also affirmed by the MOE 2007. However, most
people avoid trainingto become SNE teachers because they believe the workload supersede the
wages paid in Malawi.Hauya andMakuwira (1996) agreed with this by saying that teachers of
special needs students are demoralized by problems ofshortage of housing, low salaries and poor
prospects as such they tend to shun SN training since they consider it tobe too involving with
few benefits than teaching other students.

Other Factors Affecting Hearing Impaired Learners

There are many factors affecting the person with hearing impairment. Inadequate funding by the
governmentis one of the challenges. A study conducted byNdhlovu (2008) supported this claim
and stated that; inadequatefunding in Somalia is affecting the effective provision of special needs
for the disable in the country. The UN (2019)report also suggested that countries should increase
their financial support for people with special education needs.Similarly, UNESCO (1994)
suggested that government should increase funding while the Ministry of Education(2006) states
that; non governmental organizations and the community should also supplement the efforts of
thegovernment in supporting Special needs education.

2.9. Zimbabwe Government‟s Effort to Overcome These Challenges and Provide Effective SNE

Zimbabwe has been making considerable progress in terms of special needs education support
over the years(Fox& Liebenthal, 2006; Itimu & Kopetz, 2008; Malawi Government, 2006; UN,
2019). The government has over theyears established children with disability (CWC) and
community based child care centers (CBCC) in both peri-urban and rural areas across
Zimbabwe(Neuman, McConnell, & Kholowa, 2014);(Soni et al., 2020) At present, Zimbabwe
has over 14 registered disability organizations across the country that solely concentrates on
issues affecting thedisabled. Key among the organization are;

Federation of Disability Organizations in Zimbabwe; Zimbabwe Association for the Deaf; Visual
Hearing Impairment Membership Association; Disability, HIV,Jairos Jire ,Emarald Deaf
Association .

Integration movement developed in the 1960s after the World War II (Wood, 1992). It was away
of liberalising the society, especially people with disabilities. There was a growing awareness of
the capabilities of persons with disabilities. It was realised that the integrity and dignity of people
with disabilities were to be provided within existing social, health, education and labour
structures of the society. This led to inclusion (mainstreaming or integration) in schools for
pupils with disabilities. Buttler (1990) states that curriculum is the content and sequence of
knowledge to be taught in an area of instruction. A curriculum consists of aims, methods,
resources and opportunities for learning as planned by the school (Belveridge, 2008). However,
Badza and Chakuchich (2000) posit that the curriculum in most schools in Zimbabwe is meant
for people without disability. Thus, it does not accommodate the learning needs of children with
hearing impairment. The provision of hearing aids and audiometers for the children with sensory
mpairments is not adequate (Hayes, 2009).

There is need for proper communication to be addressed by the curriculum designers such as the
sign language and Braille writing in all schools for inclusion to hold water (Zindi,
1997).Teachers have problems in accessing the content of the curriculum. By reducing the
content, the teacher will be catering for individual differences in the inclusion of children with
hearing impairment (Dikinya et al., 2004). Whereas when the curriculum is the same, there will
be no individual education. Gearheart et al. (1992) argue that teachers teach the same things
because there is no individual educational programme designed for children with special needs.

There are gaps in the mainstream curriculum which need to be filled to enable deaf children to
fully benefit from it. The extent to which the curriculum should be modified is very great if all
the children with disabilities needs are to be catered for (UNESCO, 1998). According to Badza
and Chakuchichi (2000), the gaps to be filled include the social skills, communication and
language auditory training, vocational skills, teaching approaches, assistive devices and learning
equipment.

Many teachers lack necessary experience and expertise to teach children with disabilities for
example, which means that the aims and objectives of educating on inclusive class will always
remain different (Hardman et al., 1999). Zindi (1997) asserts that it is the duty of the teacher to
organise curricula for the hearing impaired child so that it is less threatening. This depends on the
level of hearing, speech reading instructions and favourable sitting positions must be given to
those children with learning impairment in regular classrooms (Gearheart et al., 1992). The
hearing aids are a pre-requisite for those with hearing between 40 – 55 decibels (Belveridge,
2008). Zindi (1997) concurs by stating that these hearing aids are used by the partially impaired
sound signals. Children who cannot hear anything as loud as 90 decibels require special training
such as sign language (Zindi, 1997). Nziramasanga (1999) is of the opinion that the curriculum
for the deaf be set lover than those of hearing persons. Thus, children who are deaf are said to be
lower academic achievers and so, the curriculum should fully accommodate their learning and
social needs.

Badza and Chakuchichi (2000) state that the curriculum for the deaf and hard of hearing should
include social skills and vocational skills. Education involves bringing up students into a social
world in which they will participate. Like other forms of disability, lack of hearing imposes
limitations on the individual’s ability to acquire social skills, daily living skills, peer interaction,
self concept, grooming, toileting, dressing and so on (Hardman et al., 1999). The deaf learn
appropriate social behaviours only when they are deliberately sequenced into the curriculum
since most social skills, moral and behaviours are transmitted through communication with other
people (Northern and Downs, 2005). Inclusion of social skills in the curriculum assists the deaf
person to behave appropriately according to the norms of society in all common social settings
(Warnock, 1982).

Buttler (1990) further points out that the curriculum for the deaf is not holistic without inclusion
of vocational skills. Teaching of vocational skills to the deaf enables them to function
independently as adults by assuming overall responsibility for their conduct. The vocational
skills also help them to obtain and keep employment. For example, a deaf child who is good at
metal work can be given access to the workshop and his/her potential assessment in terms of
manual dexterity, attitude and aptitude (Warnock, 1982).

Out of this discussion emerges the importance of catering for the needs of children with hearing
impairment who are found in ordinary classrooms. This study sought to reveal the actual
situation experienced by these children in the ordinary classrooms in Zimbabwe’s primary
schools.

RESEARCH METHODOLOGY

Reasearch Approach

The research approach to the thesis was entirely quantitative, as opposed to qualitative, or a mix
of the two (references). It relied on a detailed statistical analysis of the quantitative responses of
a large sample of respondents to an online questionnaire designed to measure ___. As is typical
of quantitative research, the statistical results were based on psychometric analysis of the scores
of a closed-ended measurement instrument of ___, modelling of responses reflecting ___, and on
analysis of data designed to estimate ___. At no stage were these processes measured
qualitatively using self-reports or open-ended responses as would be the case in research using a
qualitative approach (reference). The quantitative approach of the present research is consistent
with the methods used in the associated literature on ___ (references). It stands in contrast to the
qualitative and mixed approaches used in studies which aim to ___ with a focus on ___
(references).
Research paradigm

For the purpose of this research the author will use the positivism approach. This is because the
goal is to find out the reality of the effects that online learning has on children with hearing
impairments. Positivism research philosophy on is based on the view that only factual knowledge
gained through observation and measurement is trustworthy. It suggests that the social world can
be understood in an objective way.

Research design

According to research, designs are strategies that serve as a roadmap for choosing when and how
often to collect data, what information to gather, who and how to go about doing it. A qualitative
research design was used to accomplish the study's goals. When one is exploring uncharted
territory or seeking fresh data on a particular topic, a qualitative research design is most
appropriate. The researcher was able to produce data that was comprehensive, contextual,
descriptive, and rich in detail as a result.

Research Tools

Primary and secondary data involving all qualitative and quantitative values are the two broad
categories of data sources to be used in this study (Armar-Klemesu 2000). To understand the
effects that online learning has on deaf children, it is important to collect enough trustworthy
data. As a result, both of the two sources will be used to develop a thorough understanding of the
subject.

Primary sources

Refers to the original set of data for the topic under study gathered through first hand
investigations. This includes data that has not yet been published or altered hence data is
regarded as reliable, objective and therefore considered to be of great validity. This research will
utilize primary sources of data such as in-depth interviews, focus group discussions and direct
observations

Interviews

A face-to-face conversation with the respondents during an interview gives the researcher the
chance to discuss a wider range of topics with the respondents (Best 2003). Every child between
the ages of 13 and 16 will be subjected to an interview. Using this tool effectively doesn't take
much time because responses are provided immediately. According to Bhattacherjee (2012),
another benefit of using interviews as a data collection tool is that the interviewer is also thought
of as a component of the measurement tool and is therefore required to take proactive measures
to avoid inadvertently biasing the observed responses. The study's use of semi-structured
interviews is advantageous because they allow for the observation of the respondents' facial
expressions and, as a result, provide space for probing. The researcher will however require an
interpreter as she cannot use sign language.

Direct observations

The researcher will be directly observing how deaf children have been affected by transitioning
to online learning.

Secondary sources

This involves data that already been collected by and readily available from other sources. These
are in form of books, journals, magazines or newspapers: the credibility of these sources
depends upon many factors such as the writer, publishing company, time and date when
published. However, published electronic sources have all to do with sources obtained from the
internet, these forms of secondary data source include E-journals, general websites. The
researcher relied on previous studies by other authors on the same topic.

population

This refers to a specific group that the researcher wishes to concentrate on for the purpose of a
study. It is also defined as the number of people included in a study that can occur as individuals
or group representations according to Susan ,2009. Due to the nature of her study, the
researcher’s target population are deaf children under the age of 18.

3.3. Target Population

The target population of the study consisted of learners with hearing impairment and teachers at
EmbangweniPrimary School for the Deaf in Mzimba District, Malawi. This population was
chosen because they fit the scope ofhearing impaired learners and teachers dealing with learners
with hearing impairment to provide the primaryinformation needed for the study.
3.4. Sample Size and Sampling Technique.

This study will draw on a qualitative inquiry of teachers’ experience in handling children with
hearing impairment in their classrooms. A small sample of twenty (10) teachers comprising
of ten (5) males and ten (5) females at cluster will be chosen using purposive sampling. An
interview schedule was used to collect data. Responses from respondents will be captured
and summarised to discern common patterns and then analysed and discussed.

A total of ten teachers and 20 learners will be selected. The researcher will chose this number
because it represents 20% of the persons with disabilities present in the school as at that time and
were enough to provide detailed information needed for the study. Purposive sampling was used
in choosing the participants. The researcher will choose those hearing impaired learners who are
older and have stayed for more years 7-10years atEmbangweni Primary school for the Deaf but
also teachers who have worked for at least five years. The researcher believe that participants
with such characteristics were conversant with the situations at ......... primary school and were
able to provide rich data about challenges learners with hearing impairments were
encounteringduring their stay there

Data collection procedures

Data will be collected through use of primary sources such as in depth interviews and
observations. This will help the researcher acquire firsthand information and the triangulation of
sources help in the check and balance of information gathered. Interviews will be done with deaf
children who are engaged in online learning. All these primary sources of information will then
be triangulated to come up with reliable information for the research. Secondary information was
used but however to a lesser extent as the researcher will rely much on primary sources.

Data analysis

The researcher after gathering responses through the use of questionnaires will then spend time
going through the questionnaires in search of discrepancies in information provided. It is
necessary to separate questionnaires answered by males from those answered by females. This is
because the females and males are exploited in different ways.

Ethical considerations

Bryan (2008) states that the principle of ethical considerations means that prospective research
participants should be given as much information as might be needed to make an informed
decision about whether or not they wish to participate in a study. Added to this research by the
researcher are the following ethical considerations:

Confidentiality

Informed consent.

CHAPTER THREE :RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction

The previous chapter reviewed literature on the Challenges in teaching learners with disability at
primary school level ECD . However, the central focus of this chapter is on the research design,
data gathering methods, as well as the procedures and methods used to analyze the data gathered.
A methodology refers to how the researcher elicit data that and it may be understood as a science
of studying how research is done scientifically, Creswell (2014). A research methodology
provides a researcher with a foundation for the understanding of the best or most appropriate
method that can be used for a particular case, Creswell (2014). The researcher mainly used
qualitative approach designed to collect information from the informants however to a lesser
extent a mixed approach was employed to cater for weaknesses of each research method thus
triangulation. Cohen, Manion and Morrison (2011) advances that a research methodology refers
to a range of approaches used in educational research to gather data which are to be used as the
basis for interpretation , explanation and prediction. This chapter describes the methods that shall
be used to assess the challenges faced in teaching mentally challenged/learners with disability at
primary school level [ECD] and also explore the strengths and weaknesses of the methods and
tools used to collect data from this study.

3.2 METHODOLOGY
The present study adopted the survey design. This assisted to assess influence of various factors
which can be manipulated by public action. The study was a social research which sought to
determine teachers’ perceptions towards the inclusion of learners with mental disabilities. As
such the survey is the most appropriate for searching and looking into perceptions held by a
group of people (Creswell, 2000). The survey was factual and its collection presented relatively
few problems because questionnaires and interviews upon a phenomenon were used.

3.3 POPULATION AND SAMPLE

The population for the present study consisted of 35 prospective respondents drawn from a rural
primary school. Out of the total population, 25 respondents was chosen into the sample. These
were made up of teachers from the school. The sample of teachers was drawn through the
stratified simple random technique based on gender of the respondents.

3.4 PRESENTATION OF RESULTS

In order to answer the main research questions, the study had four sub-problems as highlighted in
chapter one which stood as research questions. Data was presented in tables and graphs.

3.5 Research Design

McMillan ,(2011) views research design as a systematic process of collecting and logically
analyzing data of some purpose. It is a plan to systematically study a problem that is scientific.
According to Babbie (2015) the design of a study defines the study type and the methods that
shall be put to use in the study. Marshall and Rossman (2006:62) posits that “research design
entails all the issues involved in planning and organizing a research project”. The researcher
prefers to employ qualitative approach mainly because the research study was aimed at
discovering, exploring, describing and interpreting the challenges in teaching mentally
challenged /learners with disability at primary school level (ECD). For this research an
exploratory approach is used in making use of content analysis for the qualitative view. The
researcher also relatively employed the quantitative approach in order to come up with accurate
and reliable figures and measures of the data collected. Siyakwazi (2014) posits that “both types
of data can be productive for descriptive, explanatory, inductive, opening up purposes ”. As a
result the researcher chose to use quantitative approach partly integrated with qualitative
approach. This study employed a mixed methods sequential research design (Creswell, 2011).
Mixed methods refer to a procedure which involves the collection, analysis, and integration of
both quantitative and qualitative data within a single study for the purpose of gaining a better
understanding of the research problem. The first phase of the current study was quantitative since
it was descriptive in terms of the availability of facilities and qualified Special Needs Education
teachers and the frequency and duration of the model on the school syllabus. The first phase also
included a quantitative analysis of the learners’ perceptions on the challenges in teaching
mentally challenged/learners with disability at primary school level ( ECD). This information
was gathered via structured questionnaires targeting both parents, teachers. The contribution
from the teaching staff was to provide demographic, infrastructural and curriculum information
regarding challenges faced in teaching mentally challenged/learners with disability at the
respective school.

The results of the quantitative and qualitative phases were integrated during the discussion
section to create a meaningful picture of the outcomes as they relate to study objectives.

3.6 Research Approach

Saunders and Lewis (2012) postulates that there are three key methods of research which are
namely explanatory studies, descriptive studies and exploratory studies. Explanatory is a
research that identifies cause and effect relationships between variables. Descriptive study is a
research that precisely describes the characteristics of a study case. Exploratory study is a
research of a phenomenon whereby the research problem requires exploration and has a
significant degree of uncertainty. Explanatory and descriptive studies are described as
quantitative in nature whilst exploratory studies are described as qualitative in nature; this is the
view of Creswell (2014). Quantitative research is a means for testing objective theories by
examining the relationship among variables and Cresswell (2014) goes on further to highlight
that the objective of quantitative research is to develop and make use of mathematical theories
and models pertaining to a particular phenomenon. On the other hand qualitative research is
exploratory in nature. An exploratory research has been viewed as a research that seeks new
insights, pose different questions and assess a case from a different point of view, (Sauders &
Lewis, 2012). A research method that makes use of both approaches is a mixed method.

For this research, the research method was a mixed method, to capitalize on the strengths of both
qualitative and quantitative research. By making use of both research methods (quantitative and
qualitative) more understanding to a phenomenon will be generated rather than using one single
method. The combination of using qualitative and quantitative research methods provides a much
broader understanding of a research problem (Creswell, 2014). Punch (2005:65) asserts that
“mixed research paradigm builds up what we know and offer new ways to understand and study
our world and offers an exciting way of conducting educational research”.

Using the qualitative research design an exploratory method of research was used to explore
social issues surrounding the challenges faced in teaching learners with disabilities. The study
was aimed at assessing the challenges faced in teaching learners with disability at a primary
school level with focus on the ECD learners. An exploratory study is a qualitative study. A
qualitative study is described by Leedy and Ormrod (2014) as having two qualitative approaches,
firstly, focusing on the phenomenon as it occurs naturally within its settings; and secondly, it
involves capturing and studying the complexity of the phenomenon. Thus the research was used
to understand how culture impacts on high school learners.

According to Creswell (2014) quantitative approach is one where a researcher makes use of post
positivists claims for developing knowledge. This can be viewed as cause and effect thinking,
use of measurement and observation and the testing of theories, employing strategies for inquiry
such as experiments and surveys and generate statistical data. Measuring is a very key step in
quantitative research because through measuring one can see the relationships between data and
observation. In this case the researcher measured the frequency of special needs education
against the performance results in the group of selected learners.

3.7.1 Qualitative Approach

Biggam (2011) describe a qualitative approach as “a systematic subjective approach used to

describe life experiences and situations to give them meaning”. Parahoo (1997:59) states that
qualitative research focuses on the experiences of people as well as stressing uniqueness of the
individual. Holloway and Wheeler (2012) refer to qualitative research as “a form of social
enquiry that focuses on the way people interpret and make sense of their experience and the
world in which they live”. Researchers use the qualitative approach to explore the behavior,
perspectives, experiences and feelings of people and emphasize the understanding of these
elements. Researchers who use this approach adopt a person-centered ,holistic and humanistic
perspective to understand human lived experiences without focusing on the specific concepts
Descomb (2010). Qualitative research is an approach for exploring and understanding the
meaning individuals or groups ascribe to a social or human problem (Marshall and Rossman,
2011). The process of research involves emerging questions and procedures, data typically
collected in the participant’s setting, data analysis inductively building from particulars to
general themes, and the researcher making interpretations of the meaning of the data. Creswell
(2011) asserts that qualitative research is an inquiry approach in which the inquirer explores a
central phenomenon (one key concept), asks participants broad general questions and collects
detailed views of participants in the form of words or images.

3.7.2 Quantitative Approach

This approach was used during the data analysis stage, since most of the data collected was not
in numerical or statistical form. Patton (2012:341) asserts that “qualitative data analysis is a
deductive process that transforms data into findings”. Quantitative research explains phenomena
by collecting numerical data that are analyzed using mathematical based methods, Scarrott
(2010). Findings gathered from this study, concerning the challenges faced in teaching mentally
challenged / learners with disabilities at primary school level, was analyzed and presented using
mathematical ways of presenting data such as frequency tabulated tables.

3.8 DATA COLLECTION

The researcher used the qualitative design as the main research design method of which data
collection tools such as interviews and questionnaires were used due to their advantages such as
in questionnaires bias is avoided which is inherent in the nature of intervention between the
interviewer and respondent .There is also anonymity in questionnaires which allows participants
to open up and hence validating and giving creditability to the research study .The researcher
distributed the questionnaires by hand and collected them in person.
Data collection is the process of gathering and measuring information on variables in an
established systematic fashion and enables one to answer the stated research questions. Multiple
sources of data collection are encouraged in qualitative research. This may include interviews,
observations, and various forms of documents. The researchers should examine the documents,
conduct observations and interviews themselves (Creswell, 2013:45). Various methods are used
by a number of researchers to gather information in order to be able to solve a research problem.
These methods include personal interviews, documentation review, observations and
questionnaires, (Leedy and Ormrod, 2010). Primary data collection was targeted at parents,
teachers and learners. For this research literature review, open ended questionnaires were used to
collect data.

3.8.1 OPEN ENDED QUESTIONNAIRES

According to Paulus et al (2014) a questionnaire is a data gathering instrument which is in the

form of a document containing a list of very important or pertinent questions that the researcher
aims to ask each participant. In a similar dimension Gaur and Gaur (2009) defines a
questionnaire as a research tool through which people are asked to respond to the same set of
questionnaire in a predetermined order. Open ended questionnaires were also used for data
collecting purposes and as the researcher also made notes from the questionnaires. Through this
research instrument a researcher is able to contact a number of people easily, quickly and
efficiently. Questionnaires are also relatively quick and easy to create and interpret.

3.8.1.1 ADVANTAGES OF QUESTIONNAIRES

Questionnaires enables the researcher to collect large amounts of information at once quickly,
since the questionnaires will be completed and returned to the researcher instantly.

Questionnaires guarantee respondents with the issue of anonymity and the respondents will be
able to express their opinions, ideas and perceptions freely (Punch 2011).

The researcher will ask uniform questions to all respondents thereby reducing bias (Punch
2011).Questionnaires were convenient and proved to be a cheap method of collecting data.
According to Roberts (2010) Questionnaires helped the researcher solicit the subtle information
due to their anonymity nature .Questionnaires are less intrusive than face to face interviews ,this
therefore means that respondents were free to respond at their own free time .The researcher also
used questionnaires because responses are gathered in a standard way and are more objective
than interviews .One other advantage why the researcher used questionnaires is because they are
a quicker method of collecting information .

3.8.1.2 DISADVANTAGES OF QUESTIONNAIRES

The researcher’s assumption that everyone was literate in the target group, proved to be holding
less water as some of the respondents were illiterate.

Time delay whilst waiting for responses to be returned, require a deadline and several reminders
may be required (Punch 2015:167).Also open ended questions can generate large amounts of
data that can take a long to process. Furthermore it may be difficult to get good and honest
responses when there is no motivation as the researcher didn’t have enough resources to
probably extrinsically motivate the subjects.

3.9 Sample and Sampling Procedure

The research targeted twenty five (25) people including three (3) staff members and twenty two
(22) learners. There will be a total of twenty two (22) learners. The number of subjects that
completed the study had to be the same as the initial number of twenty five (25). All subjects will
be primary school staff members and learners. As such, all subjects (n=25) excluding the adults
will be male and female between the ages of 6 to 19 years old and approximately 24 to 64
inclusive of the adults. The age gaps in these subjects are narrow and this is also the primary
reason why the research had a single experimental group. There were no exclusion criteria for
this study.

Two Special Needs Education teachers from the participating school were purposively selected

to respond to the teachers’ questionnaire. It was assumed that these teachers have sufficient
background knowledge, experience and relevant information about the subject they offered. The
pre-characteristic for selection for this study was that selected respondents had to be stakeholders
affected by, involved with and or familiar with the issues of Special Needs Education viz vis
participation within the school. For this research purposive sampling was used and the reasoning
behind this was to ensure that respondents that were selected to participate would generate the
exact needed information for the purpose of this research.

3.10 Instruments and Procedures

An educational survey was created using questions from surveys in previous survey-based
literature related to this topic. The present research applies a qualitative approach. The researcher
used interviews and questionnaires for teachers ,learners and parents as data gathering
instruments. A separate set of questionnaires was designed for the parents/teachers and the
learners consisting of ten (10) questions each. There will be three (3) questionnaires for the
parents/teachers then twenty two (22) for the learners.

The teachers’ questionnaire sought information on the status of SNE at the respective

School , i.e. whether it is offered, how regularly it is offered, whether it is offered to both boys
and girls and the facilities available for SNE classes to encompass aspects surrounding the
teaching of the learners seized mental challenges/disabilities (Appendix B). Learners’ opinions
towards SNE viz vis School were tested using a Likert-type scale survey developed by
Subramaniam and Silverman (2000) (Appendix C). The 5-point Likert-type scale survey consists
of 10 items. The possible responses range from 1 = strongly agree, 2 = agree, 3 =
neutral/indifferent, 4 = disagree, 5 = strongly disagree.

3.11 Interviews

The researcher prepared interview guides commencing with biographical data and then questions
based on the research sub -questions. The interview guide was also used to clarify issues that
were not clearly established through questionnaires .The interview sought to solicit information
on the challenges faced in teaching learners with disabilities at primary school level [ECD] .The
interviews were meant to articulate issues that were not established by the questionnaires. It was
also a form of methodological triangulation of data obtained through other research instruments.

In depth interviews are an interactive process in which the interviewers start a discussion by
asking and probing the interviewee this enabled the researcher to collect in-depth information on
the topic under study .This technique also allowed the respondents to express their
feelings ,emotions and attitudes on the topic .

The program began with a presentation given to the learners and the terminology on SNE as a
social phenomenon and a review at the end. The groups were led by a qualified Special Nedds
Education teacher from the same school and will last 30 minutes.

3.12 DATA PRESENTATION AND ANALYSIS

According to Saladone(2012) qualitative data analysis is the range of processes and procedures
whereby researchers move from the qualitative data that have been collected into some form of
explanation, understanding or interpretation of the people and situation, researchers are
investigating the ideas to examine the meaningful and symbolic content of data. The researcher
used manual methods of sorting data for analysis. Data collected from the questionnaires were
assigned codes and labels for easy identification during analysis process. Saladone (2012)
proposes that '' labelling and coding enables the researcher to quickly retrieve and collect
together all the text and other data that they have associated with some thematic idea so that they
can be examined together and different cases can be compared in that respect. Information
collected with similar codes were organized and filed into similar folders for further
interpretation process.

3.13 ETHICAL CONSIDERATIONS

Most research revolves around and involves humans and it the responsibility of the researcher to
make sure that people that are included in the research are protected. According to Leedy and
Ormrod (2010) elements of ethical issues involved in research are divided into four categories.
The four categories include (1) protection from harm; (2) informed consent; and (3) honesty with
professional colleagues. These ethical guidelines were followed in designing and distributing the
questionnaires to the targeted participants .Now considering how sensitive the target group is
given that the level of the subjects involved minors and is a highly sensitive and vulnerable
group .The study was conducted according to ethics and practices pertaining to the study of
human subjects. The purpose of the study was explained verbally to the participants. Other
information explained included the methods that were used, the possible outcomes of the
research, as well as the associated demands, discomforts, inconveniences and risks that
participants could face.

Issues surrounding confidentiality was explained and participants were encouraged to ask
questions which the researcher answered candidly in order to ensure that the participants were
fully informed before making a decision whether to participate or not. No participants were
coerced to participate in this study and all participants were informed that their participation is
voluntary and that they may withdraw at any time from the study without any negative
consequences. Focus group consent forms were signed prior to commencement by both learners
and parents for learners ’participation in the focus group discussions. The researcher respected
the decision of the participants without the latter being required to give a reason.

The participants were assured that no one who is not directly involved in the study had access to
the information provided and that all forms of communication and client records were protected.

. Pseudonyms were allocated to ensure that participants’ identity is withheld or remained

anonymous. All records are kept in a bolt paper banker and disposal of all these records will be
done after a minimum period of 3 years. Any research report(s) and/or publication(s) that may
result from the study will not contain information that may identify the participants and their
communities. Permission was obtained from the Zimbabwean Education Ministry through
principals/heads of individual school to conduct the research on their school premises. All
sources that were used were acknowledged and information taken from other literature was
correctly referenced.

3.13.1 Protection from Harm

Protecting participants from any form of psychological and or physical harm was vital to the
researcher. The research was sensitive and considerate about the potential harm that might have
been brought to the lives of participants; this is supported by Bryman and Bell (2015). With all
this in mind, the researcher treated participants with respect and courtesy regardless of their
positions in various institutions or level within society. Before interviews commenced the
researcher briefed the participants and ensured that all views that would be expressed would be
kept between themselves and the researcher. No names have been used for participants from
society and or various institutions and no conversation between the researcher and participants
were disclosed to anyone.

3.13.2 Voluntary and Informed Participation

Research naturally involves people and this means that the participation of people is vital to a
good research for a study to be successful. However the participation of people within the study
should not be forceful as participants should be given the choice to participate or not participate
(Leedy and Ormrod, 2014). Participants of the study were well informed of the purpose of the
study as well as their role in the study and there was no form of any cohesion for them to
participate and they had the right to withdraw from the study at any time. Babbie (2007) also
points out that people should not feel pressured in any way at all for them to participate nor
should they feel intimidated in any way at all. The researcher ensured that all that above
mentioned requirements were fully met and that all participants of the study were informed of
the rules before the interviews commenced.

3.13.3 Honesty with Professional Colleagues

Findings that are made during a research study a researcher should report findings in the most
complete and honest fashion without falsifying findings (Descomb, 2010). There was no
fabrication of data or information to propel any view or matter regardless of how legit or valid
the reason would seem. Referencing has been put to use to give credit to authors for their work
and researchers.

3.13.4 Dependability

Dependability refers to the stability of findings over time. Dependability involves participants
evaluating the findings and the interpretation and recommendations of the study to make sure
that they are all supported by the data received from the informants of the study, Cohen,( 2011).
In this study the researcher used the Recode Strategy to test dependability: The recode strategy
involved the researcher coding the same data twice, two weeks’ gestation period between each
coding. The results from the two coding were compared to see if the results were the same or
different (Chilisa & Preece, 2005). The coding results were in agreement which enhanced the
dependability of qualitative inquiry. The information collected by the researcher reflected that it
can be depended upon and not affected by time as it related much on socio-cultural factors that
are contemporary in the society.

3.14 Summary

This chapter looked at the research design and methodology for this study, research gathering
instruments used to collect data, data collection procedures as well as methods of presenting data
collected. The next chapter will present and analyze data collected from this study, data
discussion and presentation is also going to be done in chapter four. disabilities.

This work is far below the minimum standard expected and does not meet academic rigour.
You seem not to have read around your topic and how to write a research proposal. Kindly
see intext comments and do the necessary corrections and send on or before 16 August
2022. I am also worried about the time turnover… as of now we are getting into the second
semester yet we are still at the proposal stage and yet you take an eternity to return your
work. I kindly ask you to speedily go through your research as not doing so means asking
for an extension of a further 3 months from around November 2022 …kindly take this as
friendly advise. When sending your work ensure that it has your name so that it becomes
easier for me to upload since I download and upload so many documents at the same time.

PART D: WORK PLAN/TIMETABLE

Activity(submission of ) Proposed date of submission to supervisor for

 marking

Proposal (two copies typed and bound)

Chapter1

Chapter2

Data collection instruments/tools

Chapter3

Chapter4

Chapter5

Abstract and preliminary pages

Full bound draft

Final draft by two copies

PART E: BUDGET

Activity/Items Project Cost (USD)

Stationary 10

Printing 15

Photocopying 10

Binding 30

Travelling 10

Total 75

References

A. Nortajuddin, Facing a disability pandemic, ASEAN POST (Faced with a pandemic of people
with disabilities, ASEAN POST), Retrieved from: https://theaseanpost.com/article/facing-
pandemic-disabilities. (2020), last accessed 2022/07/03.

D.A. Shtykhno, L.V. Konstantinova, N.N. Gagiev, Open education 24 (5), 72-81 (2020).

I.A. Krishnan, Mello Geraldine, Kok Shelen, Sabapathy Saabdev, Munian Saravanan, Sio Ching
Hee, Kandasamy Pushpa, Ramalaingan Selvajothi, Baskaran Shasthrika, Kanan Vasudevan,
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R. Rafidi, New Straits Times,https://www.nst.com.my/education/2020/05/590453/special-needs-

students-facehurdles-elearning, last accessed 2022/07/06.

R. Webster, P. Blatchford, European Journal of Special Needs Education 34 (1), 98–113. (2019).

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