TEACHERS’ PERSPECTIVE ON FACTORS THAT AFFECT ACADEMIC

PERFORMANCE OF CHILDREN WITH HEARING IMPAIRMENT IN

INCLUSIVE PRIMARY SCHOOLS IN KURU SUBCOUNTY-YUMBE
DISTRICT.

BY

ALIGO BURANI

19/U/BED (SN)/18344/GV

A RESEARCH REPORT SUBMITTED TO THE BOARD OF EXAMINERS IN THE

SCHOOL OF EDUCATION IN PARTIAL FULFILMENT OF THE
REQUIRMENTS FOR THE AWARD OF BACHELOR OF
EDUCATION (SPECIAL NEEDS EDUCATION)
OF KYAMBOGO UNIVERSITY

MAY, 2022.
 DECLARATION

I ALIGO BURANI, an adult of sound mind declare that this is my original work. All mistakes
found herein are my own for which I am entirely responsible and it has never been submitted to
any university or institution of higher learning for the award of degree of education (special needs
education)

NAME: ALIGO BURANI

REG. NUMBER: 19/U/BED (SN)/18344/GV.

Sign…………………………….. Date……………………………..

i
 APPROVAL

This research report has been produced under my supervision and is now ready for submission to
the school of education, Kyambogo University with my approval.

Dr. ERON LAWRANCE (PhD)

Signed …………………………Date…………………………………………….

ii
 DEDICATION

I dedicate this humble piece of work to my beloved uncle ALIGA DALILI JUMA for the
unstinting support towards my general welfare and my dear wife AGUARU SALILA for enduring
my absence for two good years and suffering some financial hardships while I was heavily
spending on my studies. May ALLAHs’ infinite guidance be bestowed upon you all.

iii
 ACKNOWLEDGEMENT

I acknowledge above all the ALMIGHY ALLAH who’s graceful and powerful hand has protected
and guided me in writing this research report.
Grateful acknowledgement is made to the following persons who in one way or another
contributed to the production of this work.
My special thanks go to my parents, mother CHANDIRU MABURUKA AND SAFI ALI (late)
for the solid foundation they laid upon which education is built.
Sincere thanks go to my supervisor Dr. ERON LAWRANCE (PhD) for his fatherly general
guidance, tolerance and patience in dealing with the numerous requests for assistance. Indeed you
have been more than a supervisor to me. May the Almighty give you more days to help yet more
like me.
Many thanks also go to my great friends/ course mates for their encouragements during the course
of carrying out this research, Omoding, Azubu, Aciro, Arutu, Simon Alfred, Dorcus, among others.
God bless u all.
Am grateful to the government of the republic of Uganda that solely sponsored and facilitated my
study.
I appreciate the role played by the administration of Kyambogo University for the knowledge and
skills that enabled me move this far. I would like to move a vote of thanks to Yumbe District Local
Government (YDLG) for their responsibilities towards this profession especially for granting me
a study leave.
Indeed, sometimes looking at the task, it would not have been possible without the contribution of
a number of people but it’s equally impossible to mention by name every individual who
contributed towards this achievement.
Therefore, it is upon this background that I would like to thank every individual who contributed
in one way or the other to the accomplishment of this study.

Thank you indeed!

iv
 TABLE OF CONTENTS
DECLARATION ............................................................................................................................. i

APPROVAL ................................................................................................................................... ii

DEDICATION ............................................................................................................................... iii

ACKNOWLEDGEMENT ............................................................................................................. iv

ABSTRACT ................................................................................................................................. viii

CHAPTER ONE ............................................................................................................................. 1

INTRODUCTION .......................................................................................................................... 1

1.0 Introduction: .......................................................................................................................... 1

1.1 Background. .......................................................................................................................... 1

1.2 Statement of the problem ...................................................................................................... 5

1.3 Purpose of the study .............................................................................................................. 5

1.4 Objectives of the study .......................................................................................................... 6

1.5 Research questions. ............................................................................................................... 6

1.6 Scope of the study. ................................................................................................................ 6

1.7 Significance of the study ....................................................................................................... 7

1. 8 Limitations ........................................................................................................................... 7

CHAPTER TWO. ........................................................................................................................... 8

REVIEW OF RELATED LITEREATURE.................................................................................... 8

2.0: Introduction .......................................................................................................................... 8

2.1: Views of teachers about inclusion of learners with hearing impairment in inclusive
primary schools. .......................................................................................................................... 8

2.2: Awareness about challenges that affect academic performance of learners with hearing
impairment in inclusive primary schools. ................................................................................... 9

2.3: Roles of teachers in promoting academic performance of learners with hearing impairment
in inclusive primary schools. ..................................................................................................... 11

v
 2.4: Summary of Literature reviewed. ...................................................................................... 12

CHAPTER THREE ...................................................................................................................... 13

METHODOLOGY ....................................................................................................................... 13

3.0 Introduction ......................................................................................................................... 13

3.1 Research Design .................................................................................................................. 13

3.2 Target Population ................................................................................................................ 13

3.3 Sampling techniques and Sample size ................................................................................ 13

3.4: Study instruments. .............................................................................................................. 14

3.5: Validity. .............................................................................................................................. 15

3.6: Reliability. .......................................................................................................................... 15

3.7: Data collection procedures ................................................................................................. 15

3.8 Ethical issues ....................................................................................................................... 16

3.9: Data analysis and interpretation. ........................................................................................ 16

CHAPTER FOUR ......................................................................................................................... 18

DATA ANALYSIS, PRESENTATION AND INTERPRETATION .......................................... 18

4.0 Introduction ......................................................................................................................... 18

4.1 Views of teachers on the inclusion of learners with hearing impairment in inclusive
primary schools ......................................................................................................................... 20

4.2: Awareness about challenges that affect academic performance of learners with hearing
impairment. ............................................................................................................................... 28

4.3: Roles of teachers in promoting academic performance of learners with hearing impairment
................................................................................................................................................... 36

SUMMARY, DISCUSSION, CONCLUSION AND RECOMMENDATIONS ......................... 38

5.0 Introduction ......................................................................................................................... 38

5.1 Summary ............................................................................................................................. 38

5.2 Discussions ......................................................................................................................... 40

vi
 5.3 Conclusions. ........................................................................................................................ 46

5.4 Recommendations ............................................................................................................... 46

5.5 Suggestion for Further Research ......................................................................................... 48

REFERENCES ............................................................................................................................. 49

APPENDICES .............................................................................................................................. 54

APPENDIX I: INTRODUCTORY LETTER ........................................................................... 54

APPENDIX II: .......................................................................................................................... 55

MAP OF UGANDA SHOWING YUMBE DISTRICT ........................................................... 55

APPENDIX III: ......................................................................................................................... 56

MAP OF YUMBE SHOWING KURU SUB COUNTY .......................................................... 56

APPENDIX IV: ......................................................................................................................... 57

QUESTIONNAIRE FOR TEACHERS .................................................................................... 57

vii
 ABSTRACT

Hearing impairment has been a major disability challenge globally and is considered to be a threat
to quality education in developing countries like Uganda. This study set out to examine teachers’
perspective on factors that affect academic performance of learners with hearing impairments in
inclusive primary schools in Kuru Sub County-Yumba District. A descriptive survey design based
on qualitative and quantitative approaches was used to get the findings. The target population
comprised of 19 teachers. The methods of data collection was a questionnaire survey. Descriptive
and inferential statistical analyses were used and the data was presented using frequency tables.
The study found that negative family, community and societal attitudes towards the education of
learners with hearing impairment was one the greatest factors that affect academic performance of
leaners with hearing impairment, the present curriculum does not cater for learners with hearing
impairment in terms of coverage of curriculum content and that the few available teachers were
not very familiar and fluent in using Uganda Sign Language. Most of the schools had inadequate
teaching and learning resources. This study recommends societal awareness on deafness and the
benefits of educating children with hearing impairment; curriculum adaptations and flexibility in
terms of content and time; intensive in-service training of teachers on Uganda Sign Language and
methods of teaching learners with hearing impairment; and more government allocation of
resources to inclusive schools. The Ministry of Education in conjunction with National
Curriculum Development center and other stakeholders should revise and simplify the curriculum
used in examinations and textbooks to suit the needs of all learners in order to improve academic
achievements.
These challenges posed both long and short term impact on the academic performance and
participation of learners with hearing impairment. This study serves a baseline for future studies
about factors that affect academic performance of learners with hearing impairment in inclusive
primary schools.

viii
 CHAPTER ONE

INTRODUCTION

1.0 Introduction:

This chapter covers the background to the study, statement of the problem, objectives of the Study,
the research questions, the scope of the study and the significance of the study.

1.1 Background.

This study was essentially intended to research on teacher’s perspective on factors that affect the
academic performance of learners with hearing impairment in inclusive primary schools in Kuru
Sub County in Yumbe District. These factors, on one hand could be attitudinal while on the
opposite hand, rigid curriculum, inadequate use of instructional materials, poor teaching
approaches, unawareness about roles, inadequacy of trained man power, insufficient support
services, lack of institutional meals, and mistreatment among others is also attributed. These
factors seem to figure to the detriment of learning of the learners with hearing impairment and
hence warrant intervention measures to produce equal opportunities to quality access to enhance
academic performance among learners with hearing impairment in inclusive primary schools.
Globally, education is taken into account as a fundamental right for all irrespective of socio-
economic and or physical wellbeing status (Wezz S., Fayiah M., Gwayi, (2020) in Udoba, (2014).
This implies that persons with hearing have a right to education. While this is true, many persons
with hearing impairment fail to enroll, stay, complete and perform well in education. Among the
world disability index, Hearing handicap is common according to Kodiango & Syomwene, 2016.
The World Federation for the Deaf data base indicate that approximately 70 million people are
considered deaf globally with 80% of those living in developing countries (World Federation of
the Deaf, 2020). Global studies have further shown that hearing disability is worst in Africa as
compared to other parts of the planet (Agyire-Tettey et al, 2017). World Health Organization
(2012) found out that hearing impairment has effect on certain developmental areas of youngsters
in their early ages. These areas are speech, intelligence, language, psychological development and
academic achievement (Kodiango & Syomwene, 2016)

1
The vitality of education to society was supported more by the United Nations Declaration
proclaiming the right to education for all 1948. Thereafter, education ministers of African region
met in the national capital Addis Ababa in 1961 and resolved that there should be Universal
Primary Education (UPE) and also the eradication of illiteracy in Africa within twenty years
(UNESCO, 1961). Unfortunately, the intense political and economic setbacks in Africa of the time
deterred the implementation of the national capital proclamation within the 1970s and 1980s and
this caused deterioration of education in many accumulation countries. This can be reaffirmed
further, by the principle that education for all could be a societal objective, which cannot be
allowed to shape its course in line with market mechanisms which is in effect a target which may
be achieved only through the united efforts of partners for all told schools (UNESCO,1990)
preceded by United Nations Education Scientific Cultural Fund (UNESCO) report in 1998, which
stated that the simplest thanks to house learners with disability was not by putting them in special
schools where they are segregated, but to produce for them within the general community where
they are expected to require their places in adulthood.

In Uganda, it's been acceptable for a few years that learners with hearing impairment should have
equal education opportunities with their counterparts. A case in point is “Articles 35 of the
Constitution of the Republic of Uganda (1995) which provides persons with disabilities, rights to
respect and human dignity and provides that the state is chargeable for ensuring that they realize
their full mental and physical potentials”. Similarly, article 30, states that, “All persons have the
right to education” (Constitution of the Republic of Uganda 1995:29).

Universal Primary Education (UPE) is one of the Government of Uganda’s main policy tools for
achieving poverty reduction and human development. Broadly speaking, its main objectives are
to: provide the facilities and resources to enable every child to enter and remain in school until
the primary cycle of education is complete; make education equitable in order to eliminate
disparities and inequalities; ensure that education is affordable by the majority of Ugandans and
reduce poverty by equipping every individual with basic skills among others. UPE was introduced
in January 1997, following a political commitment by President Museveni that the Government
would meet the cost of primary education of four children per family. This commitment was soon
extended to allow all people that wanted to access primary education to do so. The Government of
Uganda abolished all tuition fees and Parents and Teachers Association charges for primary

2
education. Following its introduction, gross enrolment in primary school increased from 3.1
million in 1996 to 7.6 million in 2003. This amounts to an increase of 145% (4.5 million children),
compared to an increase of 39% (0.9 million children) between 1986 and 1996. This is despite the
fact that primary education was not made compulsory, nor entirely free, since parents were still
expected to contribute pens, exercise books, clothing, and even bricks and labor for classroom
construction.

The Ugandan Government has signed and ratified the UN Convention on Rights of Persons with
Disabilities (CRPD) in 2008. Inclusive Education (IE) interpreted from a rights based perspective
meaning; equal rights to access, to quality education and learning. This does not only include the
right of all children to attend a regular school, but also to access a child centered pedagogy capable
of meeting (their) needs. This implies that teachers, and other professionals not only need to
embrace diversity in the classes of the 21st century but also to be trained to meet the needs of each
pupil. The implementation of inclusive education does require teachers that are trained to meet
diverse learners’needs. The introduction of inclusive education in all schools may be advantageous
as many children with hearing impairment will access education from their community which will
enable many parents who cannot afford boarding fees to take their children with hearing
impairment to school.

Abbé Charles-Michel de l’Épée (November 25, 1712 – December 23, 1789), to whom millions of
Deaf and Hard of hearing people around the world owe a great deal of thanks, is regarded by the
World Federation of the Deaf as the Father of Deaf Education. Abbé de l’Épée dedicated his life
to helping others, and in a chance encounter, he met two young deaf sisters who communicated
with each other in signs. From this encounter, he became involved in the education of deaf students
and formed a school in 1760 for this purpose in Paris, France. Just as important was his willingness
to allow others to learn from his methods so as to spread the benefits of teaching deaf people
through sign language. It was this willingness that made it possible for Laurent Clerc to go to the
United States and established the American School for the Deaf in Hartford, Connecticut in 1817
to teach Deaf students using the methods of Abbé de l’Épée.

Abbé de l’Épée began a revolution in educating deaf and hard of hearing students, and this
revolution continues to be fought today. The National Association of the Deaf is one of many

3
associations that advocate for the use of sign language in educating Deaf and Hard of hearing
students, as part of its mission to preserve, protect, and promote the linguistic rights of all deaf and
hard of hearing individuals in the United States.

In Uganda, Uganda School for the Deaf was the first school for the Deaf. It was established in
1959 by the Uganda Society for the Deaf at Namirembe Hill on a leased land from the church of
Uganda. It is a government aided Primary School bringing together all categories of Deaf children,
including Deaf children with multiple disabilities. The school moved to its new site at Ntinda, plot
18 Ntinda road 5 kilometers from Kampala city in 1989.
Its vision and mission is to; mold self-reliant Deaf / Deaf blind learners regardless of their
disabilities and to appreciate the uniqueness of every learner and encourage them to develop and
share skills together respectively.
Uganda School for the Deaf offers primary education with pre-vocation skills in Carpentry,
Tailoring, Home Sciences, and Agricultural Practice. The school also plans to introduce Computer
Training – ICT and is doing their best to cover the national curriculum using total communication
with the bias of sign language. It was upon this genesis that many schools for the Deaf were
established across the country especially by the private sector although some units have been
attached to mainstream schools and that most of the Ugandan schools have embraced inclusive
education.
Factors are forces, conditions, influences that act with others to bring about a result, Amandu
(2016). According to Narad and Abdullah (2016) in Abaidoo. A (2018), academic performance is
the knowledge gained which is assessed by marks by a tutor and/or educational goals set by
students and teachers to be achieved over a particular period of your time. They added that these
goals are measured by using continuous assessment or examinations results. The definition given
by the authors’ shows that the definition of academic performance relies on measurable outcomes
like class exercise, test, and examinations results. In light of this,
In the primary schools, the probability of not finding any learner with hearing impairment among
the list of those learners who sat for Primary Leaving Examination (PLE) within the past two
decades was incredibly high. In a similar observation, the Uganda Bureau of Statistics indicate that
28.1% of the kids aged 6 to 12 years in Kuru Sub County are not in class. It is very likely that the
bulk of those constitute those with disabilities or Special Educational Needs with hearing

4
impairment usually high. This may well be because of the negative views towards inclusion of
learners with hearing impairment in inclusive classes or being unaware of the roles as far as the
education of learners with hearing impairment in inclusive classes is concerned and among others.

1.2 Statement of the problem

The academic performance of children with hearing impairment in the primary schools in Kuru
Sub County, Yumbe District is at stake. This could be likely due to negative views towards
inclusion, lack of awareness about factors that affect academic performance or inadequate
knowledge about roles in promoting academic performance

Whereas Smith and Carton (2017) considered increased awareness as an important factor.
Similarly, Swedberg (2011) appraised the Uganda government for the deliberate move towards
inclusion of all learners by making all schools inclusive but however, it is pertinent to assert that
most teachers that teach the children with hearing impairment in Uganda do not understand their
needs and how they learn. These teachers do not know the language, socio-emotional, cognitive
needs of the learners who are deaf and how to align their teaching methods and models to their
needs, Kaplan I, Miles S. & Howes A. (2011).This has been evident upon poor enrolment, stay ,
completion, academic achievements and other areas of development of learners with hearing
impairment.
It was upon this background that the researcher was prompted to hold out this study on teachers’
perspective on factors that affect the academic performance of learners with hearing impairment
in inclusive primary schools.

1.3 Purpose of the study

The purpose of the study was to investigate teachers’ perspective on factors that affect academic
performance of learners with hearing impairment in inclusive primary schools.

5
1.4 Objectives of the study

The objectives of the study were to:

1. Analyze the views of teachers on the inclusion of learners with hearing impairment in inclusive
primary schools.

2. Find out the awareness of teachers about the challenges that affect the academic performance
of learners with hearing impairment in inclusive primary schools.

3. Discuss the roles of teachers in promoting academic performance of learners with hearing
impairments in inclusive primary schools.

1.5 Research questions.

The following were the questions formulated for the study.

1. How do teachers view inclusion of learners with hearing impairment in inclusive primary
schools?

2. Are the teachers aware of the challenges that affect academic performance of learners with
hearing impairment in inclusive primary schools?

3. What are the roles of teachers in promoting academic performance of learners with hearing
impairment in inclusive primary schools?

1.6 Scope of the study.

The study was conducted in Kuru Sub County, Yumbe district. Kuru Sub County has 6 primary
schools in total out of which 3 schools had children with hearing impairment. Kuru Sub County is
found in the central region of Yumbe district. It is bordered by Arilo Sub County in the north,
Yumbe town council in the East, Kululu Sub County in the South, and Lodonga Sub County in the
West.

The study focused on the analysis of teachers’ perspective on factors that affect academic
performance of learners with hearing impairment in inclusive primary schools.

6
The study run from November 2021 to May 2022. From November 2021 to Feb, 2022, there was
identification of the research topic, and writing of the research proposal. Data collection and
analysis was in early March 2022 and the report was written in April and submitted in May 2022.

1.7 Significance of the study

1. The study will be vital to stakeholders and the general public in identifying intervention
strategies to address the plight of learners with hearing impairment.
2. Additionally, the study will add new insights to the existing body of knowledge in the
domain of Special Needs Education
3. It will open new avenues for further research in the education of learners with special
educational needs.
4. Present some of the challenges that affect academic performance of learners with hearing
impairment.

1. 8 Limitations

1. Teachers were suspicious of the researcher. They thought they were being appraised. This
could affect the quality of data collected. However, the researcher was able to give a clear
explanation on why the study was necessary so as to clear away their fears.

2. There was the problem of funds to undertake the study but with the aid from family
members, this problem was overcome.

Having carefully gone through chapter 1(introduction), this takes us to look at literature review
that gives an account of what has been published on the topic under study by accredited scholars
and other researchers

7
 CHAPTER TWO.

REVIEW OF RELATED LITEREATURE.

2.0: Introduction

In this chapter, the researcher discusses the literatures related to teachers’ perspective on factors
that academic performance of learners with hearing impairment in inclusive primary schools in
general but focusing on the teacher’s views on inclusion, awareness about the factors that affect
academic performance and the roles of teachers in promoting academic performance of leaners
with hearing impairment. The researcher tries to find out the missing gaps which other scholars
had done/left out and adds his own views. Generally it is the systematic identification, location
and analysis of documents containing information related to the research problem being
investigated according to Barifaijo et tal, (2010) in Amandu (2016)

2.1: Views of teachers about inclusion of learners with hearing impairment in inclusive
primary schools.

View, according to Pickens (2005), is the way a person interprets a situation into something
meaningful to him/her based on prior experience. Chandra & Galanter, (2016) in a study about
teachers’ perspectives on inclusive education in Uganda and quoted a parent as follow:

“As she has difficulties in understanding, I decided to send the others first. I had no money,
I had to send him to a government school, but other children abused him, and the teachers
were not interested in helping him, so I took him out after one term. I have four children
and one deaf boy.”

It clearly shows that the parent did not take time to learn more about the child’s needs. The fact
that being on the know of the specific needs of your child with special needs, makes taking care
of him/her a little effortless. The more you know about his/her needs, the better you can prepare
to offer help besides expanding your perspective. If you do not learn, you will focus more on what
your child cannot do. You will constantly compare your child with another child. It’s not only
unfair but also counterproductive and will hinder your child’s development. Chandra & Galanter,
(2016) further observed that the teachers too had their own feelings arguing that the problem starts
right at home where the parents do not take their disabled children to school and discriminate

8
against them (the children). In a similar view, Okeke (2014) argued that many teachers experience
a range of emotions as they try to understand the child’s special education need. He identified the
emotions to include anxiety, grief, anger, fear, guilt, as well as relief, acceptance and hope.
According to Smith and Sarton (2017), teachers may wish that children with SEN and disabilities
access education but also fear that they may suffer from being bullied by other children and that
the schools may not be able to provide the level of care that they may need. Furthermore, the
teachers according to (Adebayo & Ngwenya, 2015) hold negative attitudes towards inclusion of
children with special education need in inclusive primary schools due to lack of or inadequate
training in teaching such children. Bennink et al (2014) state that the implementation of inclusive
education is affected negatively by non-supportive attitudes of parents and lack of trained teachers
of special needs education. The situation in Kuru Sub County is not any different from what the
various authors cited pointed out .The possibilities of not finding the children with hearing
impairment in the inclusive primary schools in Kuru or not helping them to participate in all
activities at the schools the way they require to be helped is high. The reasons for not finding them
may not necessarily be that they are not in the communities, but it might be because of the
perceived ideas about including them in inclusive primary schools.

It is likely to be true as Adebayo & Ngwenya and Bannink et al put forth that the teachers in
inclusive primary schools in Kuru Sub County have little or no knowledge about how the learners
with hearing impairment can be taught due to lack of training in this field resulting in poor
academic performance. Therefore, something needs to done to help arrest such a situation.

2.2: Awareness about challenges that affect academic performance of learners with hearing
impairment in inclusive primary schools.

This section looked at the critical reviews on objective two identifying similarities and differences
in opinions of different scholars about the problem as well as the gaps that exists, thus;

Trevethan (2017), describes awareness as the state of being conscious or the standard of being
intimate with a situation. To enable teachers and parents to have consciousness of challenges that
affect academic performance of learners with hearing impairment in ordinary schools is incredibly
vital as Dana (2014:) believes that this academic achievement depends on the teachers for its
variety and sustainability. John and Sylod, 2013 observe that, learners with hearing impairment
have difficulty with all areas of educational achievement. The gap in academic achievement

9
between children with normal hearing and those with hearing impairment usually widens as they
progress through school. The extent of academic performance is expounded to parental
involvement and the quantity, quality, and timing of the support services children receive. Quoting
Gwala (2006), Adebayo &Ngwenya (2015:) observe that educators in most cases don't show an
understanding of including learners with hearing impairment in mainstream schools and are
unaware of the challenges that affect these learners’ academic performance because they lack
knowledge or have little or no experience of inclusive education. Policies, however, provide for
special needs education for the deaf children but parents are not aware of the effects of their
involvement in school programs and how this may influence attainment of academic skills
necessary for success of their children with hearing impairment (Marschark, Shaver, Nagle, and
Newman, 2015). Most practically, some of these challenges that teachers and parents are unaware
of include among others: inadequate teacher training in (SNE), rigid curriculum, negative teachers’
attitudes, inadequate materials and equipment provision and insufficient support services which
affect academic performance of learners with hearing impairment in inclusive schools (Gezahegn,
2013). Research has shown that successful students have strong academic support from their in-
volved parents (Sheldon, 2009 and Đurišić and Bunijevac, 2017). Scott, 1994 in Bell, 2013
maintains that teachers have an academic responsibility and a moral obligation to provide learners
with an inclusive education that will enable them to deal with the challenges of living in a diverse
world and, according to Brinckerhoff et al. (2002), unless this happens, the low levels of
persistence will continue and learners with disabilities will not attain their educational objectives
necessary for employment and adult success. The responsibility of teachers should not merely be
to acknowledge that accommodations should be allowed and made, but also that they need to
embrace broader ownership of disability issues, especially in terms of teaching practices and
curricula adaptations.

The importance of teachers being aware about the challenges that affect learners with hearing
impairment in ordinary schools needs no under estimation as this will have far reaching effects on
their academic performance like (John and Sylod, 2013, Adebayo & Ngwenya, 2015 and
Marschark et al, 2015) observe. If the awareness especially of teachers is lacking, like Adebayo &
Ngwenya report, then it is a challenge to academic achievements. The academic responsibility to
provide a better inclusive education to learners with hearing impairment should be guarded against

10
such challenges and the authorities have therefore no option but to create this awareness so as to
bring the child with hearing impairment on board.

2.3: Roles of teachers in promoting academic performance of learners with hearing

impairment in inclusive primary schools.

Teachers and parents have roles as far as academic performance of learners with special needs and
disabilities including learners with hearing impairment is concerned since Sheila (2008)
distinguished that parents are the primary educators of their children and in itself, they need a
wealth of knowledge about their children. Similarly, O’ Donovan (2009) stated that good
relationship with parents is crucial as they are the important experts in caring and educating their
children because they always tell what their child can and can't manage. Such roles parents can
play may include the subsequent in step with Akope, Alenyo, and Okwaput (2002):
Supporting their children by providing assistive devices and instructional materials which
cannot be available at college.
Helping in identifying and assessing the training needs of their children.
Creating a conducive or learner friendly environment by sensitizing the peers and the
school community about the learners’ needs and modifying the physical environment.
While on the opposite hand, in line with Finn Church Aid (FCA) (2021), teachers are often the
primary to spot children who have special educational needs (SEN) which aren't always physically
visible. In relevancy to this, Tyagi (2016) stated that the teachers’ role isn't only to show the topic
but also to supply training in areas of signing, similarly as independent living skills. He lists the
subsequent as a number of the roles teachers can play in including all children and promoting their
academic performance in inclusive schools:
• Identification of learners with disabilities within the classroom.
• Referring the identified children to the experts for further examinations and treatment.
• Removing physical barriers wherever possible in order that children with disabilities
move freely.
• Making suitable adaptations within the curriculum so as for the kids with disabilities to
be told in line with their abilities.
• Providing remedial instruction to the kids who need it.

11
For that matter, Adyeri and Namyalo (2014) suggest that the standard of education of any country
depends to an outsized extend on the standard of its teachers. They further argued that no education
system could succeed without adequately trained and motivated teachers.

Given the above views by different authors, it's likely that successful inclusion of learners with
hearing impairment geared toward promoting their academic performance will easily be achieved
if the teachers–the main actors, play their roles to expectations and where they fail to, its failure
will be very likely. Therefore, the stakeholders in Kuru Sub County should make sure that there's
no excuse but have parents and teachers play their roles to ensure the performance of learners with
hearing impairment is uplifted to a different level.

2.4: Summary of Literature reviewed.

From the above, there is diverse literature on teachers’ perspective on factors that affect academic
performance of learners with hearing impairment in general, however, most of the literature tends
to concentrate on the developing countries and gives scanty information on the factors affecting
academic performance in developed economies. It can be deduced that the teacher is a central
factor that influences the performance of learners. It means that if the morale of teachers is boosted
and competence levels in terms of intensive refresher courses on Special Needs Education among
others are increased, the desired results can be achieved. The literature further reveals that if the
learners are psychologically prepared to learn and get the needed support from their
parents/families, and government, good academic performance can be achieved. Also, the
availability of school facilities and conducive environment has a positive impact on good
performance.

This summary of reviewed literature leads us to chapter 3 which is by far the most important part
of the research work. This is because it clearly provides information about the procedures one
would follow to come up with research results from introduction to data analysis.

12
 CHAPTER THREE

METHODOLOGY

3.0 Introduction

The chapter attempts to clarify the research design, target population, sample and sampling
techniques, study instruments, procedure for data collection and outline of knowledge analysis.

3.1 Research Design

A Research Design according to punch (2009), refers generally to all the problems involved in
planning and executing a hunt project from identifying the matter through to reporting and
publishing the results. This study uses the descriptive research design to obtain data related to the
study. According to Mugenda & Mugenda, 2003 the descriptive research design determines and
reports things the way they are. This method is suitable for this study due to its potential to provide
a lot of information obtained from quite a large sample of individuals under study and provides an
in-depth description of data in the natural setting. The study incorporated both qualitative and
quantitative approaches whereby the qualitative approach provides typical narrative data that will
be gathered through questionnaires while quantitative research provided typical numerical data
that quantifies administered instruments (Mugenda &Mugenda, 2003).

3.2 Target Population

The target population should have observable characteristics to which the study intends to
generalize the result of the study (Mugenda and Mugenda, 2003). The research study targets a
study population of teachers from 3 schools out of 6 schools in the whole Sub County.

3.3 Sampling techniques and Sample size

Sampling is the process of choosing smaller part of the entire population to be investigated, Cohen
et al (2011). Mubazi (2008) defines a sample as an element of the population that's deliberately
selected to research the properties of the parent population. The study employs simple random
sampling technique on schools. Simple random sampling technique as the name suggests is the
most basic form of probability sampling which involves spontaneously selecting members of the
research sample from the population of interest. Here the researcher assigns numbers to the
research population and chooses randomly specific number of cases from the total list. It is best
13
for studying a small research population that can easily be sampled, it also affords each member
an equal rights of being on the respondent’s category (Tania 2014). It also avoids bias and also
makes it easy for creating generalizations of a bigger population and determine statistical
comparison of the information given and also bearing in mind that purposive sampling techniques
would be considered especially for teachers because of their key role they play in the
implementation of inclusive education. Purposive sampling is where a researcher hand picks the
respondents to participate within the study on the premise of his/her judgment of their possession
of particular characteristics being hunted for (Cohen et al 2011). Teachers were purposefully
selected from each class from p.1 to p.7 except in one school that had 9 teachers where the
researcher selected up to p.5.
In this case, 3 schools were involved in this study as well as 19 teachers constituting the sample
size.
Table 1.1 Showing Sampling Frame

S/no Schools Population of Teachers Teachers sampled=50%

1 Psl 09 5
2 Psi 14 7
3 Psg 14 7
total 3 37 19

3.4: Study instruments.

According to Kok (2013), a research instrument is what one uses for collecting information to
answer the research questions. For the purpose of this study, a structured questionnaire was used
to collect data. Questionnaires are written questions by the researcher to the respondent for
responses. It is a collection of items to which a respondent usually reacts in writing. Self-
administered questions have the advantage that they are free from bias, respondent can be reached
easily and conveniently. The choice is justified by the fact that it is the best single method for
collecting large samples and useful for repeated studies, easy to quantify and summarize results,
quickest and least costly way of gathering information Sekaran, (2003).Structured questionnaires
are those in which some control or guidance is given for the answer (Olabode, et al., 2018). - Self-
administered questionnaires were used for primary data collection from the respondents. The

14
questionnaire was developed using a five-likert scale to ease filling ranging from; strongly agree,
agree, not sure, disagree and strongly disagree or extremly positive, positive, not sure, negative,
extremly negative (Mugenda and Mugenda, 1999).The questionnaire consisted of closed ended
questions with pre-determined answer options and a few open ended questions aimed at addressing
each objective.

In the field, visits were paid to the schools selected to meet head teachers in order to avail the list
of teachers from p.1 to p.7 and later the questionnaires were given to the teachers to fill upon
official permission from the individual head teachers and the researcher scheduled a time with the
respondents to collect the filled in questionnaires.

3.5: Validity.

Validity refers to essentially a demonstration that a particular instrument in fact measures what it
purports to measure, or an account that accurately represents those features it is intended to
describe and explain (Winter 2000 in Cohen et al 2011). To verify the validity of the instruments
used in this study, the instrument was presented to the research supervisor who approved and made
recommendations on their accuracy. Then after, the instrument was refined on the basis of the
recommendations before it was applied to collect the data needed.

3.6: Reliability.

Cohen et al (2011) defines reliability as a measure of consistency over time and over similar
samples of research instrument. They further stated that a reliable instrument will yield similar
data from similar instruments over time. The reliability of the instrument for this study was
checked through repeated administration of responses and inadequacies and inconsistencies as well
as weaknesses of the instrument was corrected appropriately.

3.7: Data collection procedures

According to Knaterrud (2003), data collection is the process of gathering and measuring
information on the variables of interest in an established systematic fashion that enables one to
answer the stated research questions, test hypothesis and evaluate outcomes.

The researcher obtained an introductory letter from the Department of Special Needs Studies,
Faculty of Special Needs and Rehabilitation, Kyambogo University to permit him to collect data

15
from the field. In the field, visits were paid to the schools selected to meet head teachers in order
to avail the list of teachers from p.1 to p.7.

A random selection of teachers was made from the list, later the questionnaires were given to the
selected teachers to fill. Official permission from the individual head teachers was sought. The
researcher scheduled a period of two days to allow the respondents to fill in the questionnaires
before collecting.

3.8 Ethical issues

Punch (2009) asserts that empirical research in education inevitably carries ethical issues since it
involves collecting data from people about people. For this study, the ethical issues were observed
at all stages of the study. There was voluntary participation of the respondents and their anonymity
was ensured by coding them during data collection. Anonymity in research according to Gilbert
(2011) and Silverman (2010) ensures that information provided by the participants should not
reveal their identity in anyway.

3.9: Data analysis and interpretation.

Data analysis and interpretation as Tania (2014) defines, is the process of assigning meaning to
the collected information and determining the conclusions, significances and implications of the
findings. In this particular study, both qualitative and quantitative data analyses were used.

Qualitative data is all about explanation, understanding, interpreting and is based on interpretative
philosophy (Odiya, 2009). Data obtained using the questionnaire was sorted, edited, coded and
categorized according to the themes based on the study objectives (Odiya, 2009 and Amin, 2005).
The contents of the data collected were analyzed objective by objective and reported alongside the
quantitative data.

Quantitative data is about analyzing numbers and figures. It’s the process of presenting and
interpreting numerical data (Odiya, 2009 and Amin, 2005). Quantitative data from questionnaires
was sorted, edited, coded and fed onto computer and analyzed. Initially, data was summarized by
compiling tables using tallies which were then converted into percentages for each category on
whether a respondent agreed, disagreed or was uncertain.

16
The comparative analysis was done based on the percentage concentration on each variable
category, including patterns of responses on each category.

Tables and graphs were used to display information and the overall picture of concentration on
each category as a percentage of the total response. For each analyzed category, the researcher
used a descriptive statistics to provide the overall image of summary data, which was then used to
check for insights into the problem or to make inferential claims or conclusions.

17
 CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND INTERPRETATION

4.0 Introduction

This chapter discusses the findings obtained from the primary instrument used in the study. It
discusses the characteristics of the respondents, their opinions on the factors that affect academic
achievement of learners with hearing impairment in inclusive primary schools in Kuru Sub
County, Yumbe District. In order to make the presentations simpler, the researcher used tables to
summarize the collective responses of the respondents.
Response Rate.
Table 4.1 Response Rate

Cluster Targeted sample size Response percentage

Teachers 19 18 95
Total 19 18

This research had a target sample size of 19 respondents from which 18 responded to the
questionnaire and returned them. This made a response rate of 95 % which was satisfactory to
make representative conclusions for the study. According to Mugenda and Mugenda (2003), a
response rate of 50 % is adequate for analysis and reporting, a rate of 60% is good and a response
rate of 70% and over is excellent. Based on this scale, the response rate was excellent. This is
presented in Table 4.1.

Demographic characteristics of the respondents

Information was sought on the demographic characteristics of the respondents. Specifically, this
part investigated the gender distribution, age distribution, educational qualification, period of
service, current teaching class

18
Table 4.2 profile of teachers
variable Description Frequency Percentage (%)
Sex Male 9 50
Female 9 50
Total 18 100
Age 25-35 5 27.8
36-40 5 27.8
41-50 5 27.8
51 above 3 16.7
Total 18 100
Educational qualification Grade III certificate 5 27.8
Diploma Holder 6 33.3
Bachelor Degree 4 22.2
Master Degree - -
Any training in Special Needs 3 16.7
Education
Total 18 100
Years of teaching experience 1-2 years 2 11.1
3-4 years - -
5-7 years - -
Above 7 years 16 88.9

Total 18 100
Current teaching class p.1 2 11.1
p.2 2 11.1
p.3 3 16.7
p.4 2 11.1
p.5 5 27.8
p.6 3 16.7
p.7 1 5.5
Total 18 100

19
The findings showed that a proportionate number 50% (N=9) teachers were male and an equal
number 50% (N= 9) were female. This implies that male and female teachers were employed in
the sampled schools and managed to participate in this study.

Regarding the age category of the teachers, 27.8 %( N=5) were within the range of 25-35, 36-40
and 41-50 years. Only 3 teachers representing 16.7% (N=3) were above the age of 51 years. This
means that there were younger teachers in sampled schools and are still in services in education.

On education qualification, 33.3% (N=6) teachers had Diploma certificates, 27.8 %( N=5) teachers
had Grade III Teaching Certificates, 22.2 %( N=4) teachers had Bachelor Degree certificates, and
16.7 %( N=3) teachers had Diploma Certificate in Special Needs Education. Meanwhile no
teacher had Master Degree award. Therefore, it was clear that all the teachers employed in the
study had professional training and that they were capable of handling learners.

And on the other side, 88.9 %( N=16) teachers had over seven years of experience in teaching in
inclusive classes and only 11.1 %( N=2) had 1-2 years in the service. The above statistics shows
that generally, most teachers in inclusive primary schools in Kuru Sub County were experienced
teachers, capable of working to improve the performance of learners based on the years of service
as seen above.

There were more teachers in this study from p.3 and p.6 at a proportionate rate of 16.7% (N=3)
than from p.1, p.2 and p.4 at a proportionate rate of 11.1% (N=2) meanwhile only 5.6 %( N=1)
was teaching in p.7 class. This means that the study sample was evenly distributed across the seven
classes

4.1 Views of teachers on the inclusion of learners with hearing impairment in inclusive
primary schools

This sub-section investigated socio-cultural, social responsibility influence that affected academic
performance of learners with hearing impairment

20
4.2.1 Social-cultural and social responsibility influence on academic performance of learners
with hearing impairment
Table 4.3 socio-cultural and social responsibility influence
1- Extremely positive, 2- positive, 3- Not sure, 4- negative, 5- extremely negative
Relationships and societal views 1 2 3 4 5
How is the relationship between learners 6 3 8 1
with hearing impairment and their family (33.3%) (16.7%) (44.4%) (5.6%)
members
How is the relationship between learners 14 3 1
with hearing impairment and their (77.8%) (16.7%) (5.6%)
community members
How is the relationship between learners 1 15 2
with hearing impairment and their hearing (5.6%) (83.3%) (11.1%)
peers
How is the relationship between learners 1 9 (50%) 2 6
with hearing impairment and their (5.6%) (11.1%) (33.3%)
teachers in the school
How is the cultural/societal view on the 1 4 13
condition of deafness (5.6%) (22.2%) (72.2%)

Majority of the parents cannot afford to 8 8 2

pay school levies , visit them regularly or (44.4%) (44.4%) (11.1%)
provide their basic needs
Many families with Deaf children prefer 2 16
to keep them at home rather than educate (11.1%) (88.9%)
them
Teachers at my school have a positive 5 4 9 (50%)
attitude towards the learners with hearing (27.8%) (22.2%)
impairment.

21
 Children with hearing impairment report 1 1(5.6%) 5 11
to school on time when the school term (5.6%) (27.8%) (61.1%)
begins?
Children with hearing impairment 7 11
regularly attend school (38.9%) (61.1%)

From the research findings on socio-cultural factors influence on academic performance of

learners with hearing impairment, majority of the respondents 44.4%(N=8) showed negative
relationship between the learners with hearing impairment and their family members, 33.3%(N=6)
respondents showed positive attitude, 16.7%(N=3) were not so sure if the relationship was either
positive or negative meanwhile 1 (5.6%(N=1) respondent said the relationship was extremely
negative. 77.8%(N=14) respondents were not sure if the relationship that existed between the
learners with hearing impairment and their community was positive or negative, 33.3%(N=6) said
it was negative meanwhile 5.6%(N=1) agreed it was extremely positive. Majority of the
respondents 88.9 %( N=15) observed the relationship between the learners with hearing
impairment with their hearing peers and agreed that it was positive, 11.1 %( N=2) respondents
accepted that they did not want assume meanwhile 5.6 %( N=1) said that it was extremely positive.
Regarding the relationship between learners with hearing impairment and their teachers in the
school, majority of respondents 50 %( N=9) agreed it was positive, 33.3 %( N=6) said negative,
11.1 %( N=2) accepted they were not so sure meanwhile 5.6 %( N=1) respondent said the
relationship was extremely positive. Regarding the cultural/societal view on the condition of
deafness, majority 72.2 %( N=13) of the respondents agreed it was negative, 22.2 %( N=4)
respondents were not so sure and 5.6 %( N=1) accepted that the view was positive.

The research findings clearly showed that there existed some negative feeling of parents toward
the education of their children with hearing impairment, lack of community awareness, negative
cultural/ societal view on the condition of deafness although hearing peers showed positive
relationship with learners with hearing impairment.

Meanwhile regarding social responsibility the research findings showed that a proportionate
majority number 44.4% (N=8) strongly agreed and agreed that parents could not afford to pay
school levies, visit them regularly or provide their basic needs. Only 11.1 %( N=2) respondents

22
agreed that parents paid the school dues and provide basic needs. Majority number 88.9 %( N=16)
of the respondents agreed that many families with Deaf children prefer to keep them at home rather
than educate them, besides, 11.1 %( N=2) strongly seconded the same. 50 %( N=9) respondents
disagreed that Teachers at their schools had a positive attitude towards the learners with hearing
impairment although 27.8 %( N=5) had opposite opinions. And 22.2 %( N=4) could not comment
other than saying they were not so sure. 61.1%(N=11) respondents were in disagreement of the
view that Children with hearing impairment report to school on time when the school term begins
meanwhile a proportionate number 5.6%(N=1) strongly agreed and agreed although 27.8%(N=5)
were not so sure of the view. Majority number 61.1 %( N=11) of respondents strongly disagreed
with the view that Children with hearing impairment regularly attend school although 38.9 %(
N=7) number of respondents were reserved.
It was clear as shown above that most parents of learners with hearing impairment never played
their roles, chose to keep their children with hearing impairment at home. Few teachers had
positive view on inclusion of learners with hearing impairment meanwhile majority of them
opposed to it. On the other hand delays in reporting to school and irregular attendance to class
were observed.

4.1.2 Curriculum influence on academic performance of learners with hearing impairment

This sub section investigates on influence of curriculum on academic performance of learners with
hearing impairment learners.
The study sought to establish the extent to which respondents agreed with the following statements
relating to influence of school curriculum on academic performance of learners with hearing
impairment. Results were analyzed in table 4.4

23
Table 4.4; Influence of school curriculum on academic performance

(1-strongly agree, 2-agree, 3-not sure, 4-disagree, 5-strongly disagree)

Curriculum factors 1 2 3 4 5
The curriculum is adapted for learners 1 (5.6%) 2 (11.1%) 9 6 (33.3%)
with hearing impairment (50%)
The curriculum is very flexible in 2 (11.1%) 16
allowing me to adapt content to suit the (88.9%)
needs of learners with hearing
impairment
The curriculum has provided adequate 3 (16.7%) 15
strategies for teaching learners with (83.3%)
hearing impairment
The curriculum is suitable for learners 1 (5.6%) 17
with hearing impairment (94.4%)

Majority number 50 %( N=9) of respondents were in disagreement with the view that the
curriculum is adapted for learners with hearing impairment backed up by 33.3 %( N=6) of the
respondents who strongly disagreed although 11.1 %( N=2) were in doubt and 5.6 %( N=1) agreed
with the view. Majority number 88.9%(N=16) of the respondents were in disagreement as to
whether the curriculum was very flexible in allowing them to adapt content to suit the needs of
learners with hearing impairment besides, 11.1%(N=2) respondents who were undecided. Majority
number 83.3 %( N=15) of respondents disagreed with the fact that the curriculum has provided
adequate strategies for teaching learners with hearing impairment besides 16.7 %( N=3)
respondents who were not so sure whether it did. Almost all respondents 94.4 %( N=17) disagreed
with the view that the curriculum is suitable for learners with hearing impairment except 5.6 %(
N=1) who had nothing to say. The study findings clearly showed that the school curriculum was
never adapted, flexible and suitable for learners to benefit from.

24
4.1.3 Language of Instruction Influence on Academic Achievement of Deaf Learners
This sub section investigates the influence of language of Instruction on academic achievement of
learners with hearing impairment
Common Communication Modes Used by Teachers of Deaf Learners
The researcher sought to determine the common communication modes used by teachers of
learners with hearing impairment. Results were analyzed in table 4.5
Table 4.5: common communication modes used by teachers
Communication mode Frequency percentage
a) Using Uganda Sign Language 1 (5.6%)
b) Using local language (Aringa)
c) By writing on paper
d) Using gestures 14 (77.8%)
e) Using speech 3 (16.7%)
f) Using communication board
Using any other means, specify………………………………….
Total 18 100

14 (77.8%) respondents were found to be using gestures, 3 (16.7%) were using speech meanwhile
1 (5.6%) was familiar with Uganda sign language. It was clear that almost all the teachers who
participated in this study never had good skills of sign language and that most of them resorted to
use of gestures and speech.

4.1.4: Rating on Fluency in Uganda Sign Language

Teachers were requested to rate their own and their pupils’ knowledge and fluency of Uganda Sign
Language. Results were analyzed in table 4.6

25
Table 4.6: Rating on Fluency in Uganda Sign Language

Pupils Teachers

Rating Frequency Percentage Frequency Percentage

a) Very good
b) Good 9 (50%)
c) Moderate 4 (22.2%) 2 (11.1%)
d) Not good 5 (27.8%) 2 11.1%)
e) Poor 14 (77.8%)

Total 18 100 18 100

Regarding teachers, majority number 77.8 %( N=14) of the respondents accepted the fact that they
were poor in Uganda sign language and a proportionate number 11.1 %( N=2) of respondents
agreed that they were moderate and not good. It means that none of the teachers had good skills of
Uganda sign language hence a threat to effective communication between them and learners with
hearing impairment.

Regarding learners’ rating, majority number 50 %( N=9) of the respondents unanimously agreed
that learners with hearing impairment were good in Uganda sign language although 27.8 %( N=5)
said these learners were not good and 22.2 %( N=4) believed they were moderate. The findings
showed that most of the learners with hearing impairment had good skills of Uganda sign language
except a few. Which means if teachers were good at sign language, then there exist no
communication gap during teaching learning process.

4.1.5: Influence of Teaching and Learning Resources on the Academic performance of

learners with hearing impairment

The sub section sought to determine the extent to which respondents agreed with the following
statements relating to influence of teaching and learning resources on academic performance of
learners with hearing impairment. Results were analyzed in table 4.7.

26
Table 4.7: Influence of Teaching and Learning Resources on the Academic Achievement of
Learners with hearing impairment

Teaching and Learning materials (1- 1 2 3 4 5

strongly agree, 2-agree, 3-not sure, 4-
disagree, 5- strongly disagree
The school has adequate teaching and 16 2
learning resources (88.9%) (11.1%)

The available teaching and learning 8 10

materials are not adapted for learners with (44.4%) (55.6%)
hearing impairment

Learners with hearing impairment who 11 7

need Hearing devices are not able to get (61.1%) (38.9%)
them

The government provides sufficient 5 3 9 1

support in ensuring that teaching and (27.8%0 (16.7%) (50%) (5.6%)
learning materials are available to the
school

Teachers have great challenges explaining 10 8

materials using Sign Language (55.6%) (44.4%)

Findings indicate that majority number 16 88.9 %( N=16) of the respondents were in disagreement
with the view whether the schools had adequate teaching and learning resources backed up by the
11.1% (N=2) who strongly disagreed on the same view. 55.6% (N=10) of the respondents were in
agreement in that The available teaching and learning materials were not adapted for learners with
hearing impairment besides, 44.4% (N=8) of them strongly agreed to the above observation. 61.1%
(N=11) respondents strongly agreed with the fact that Learners with hearing impairment who

27
need Hearing devices were not able to get them and this same view was backed up by the rest of
the respondents representing 38.9% (N=7). 50% (N=9) of the respondents criticized the view that
the government provides sufficient support in ensuring that teaching and learning materials are
available to the schools. 27.8% (N=5) of them were in for the government although the 16.7%
(N=3) were not so sure and only 5.6% (N=1) of the respondents strongly criticized government
support. Majority rate 55.6% (N=10) of the respondents strongly agreed that teachers had great
challenges explaining materials using Sign Language this view was further supported by the rest
44.4%(N=8) of the respondents who also agreed with the same view.
It was therefore evident that the schools understudy had inadequate teaching and learning
resources, while the few that existed were not adapted. Learners in need of assistive devices were
not able to get them and the government never provided enough resources meanwhile teachers
were experiencing great challenges in explaining materials in Uganda sign language

4.2 : Awareness about challenges that affect academic performance of learners with
hearing impairment.

This sub-section investigated socio-cultural challenges that affected academic performance of

learners with hearing impairment
4.2.1: Socio-Cultural challenges on Academic performance of learners with hearing
impairment
This sub-section investigates the influence of socio-cultural challenges on the academic
performance of learners with hearing impairment
The study sought to establish the extent to which respondents agreed with the following statements
relating to socio-cultural challenges that affect academic performance learners with hearing
impairment. Results were analyzed in bar graph 1

28
Bar graph 1: Socio-cultural challenges

A bar graph showing socio-challenges

100
90
80
70
Percentage

60
50
40
30
20
10
0
How is the How is the How is the How is the How is the
relationship between relationship between relationship between relationship between cultural/societal view
learners with hearing learners with hearing learners with hearing learners with hearing on the condition of
impairment and their impairment and their impairment and their impairment and their deafness
family members community members hearing peers teachers in the school
Socio-challenges

Extremely positive positive Not sure Negative Extremely negative

55.6 %( N=10) of respondents reported negative relationship between learners with hearing
impairment and their family members meanwhile 27.8 %( N=5) of them claimed that the
relationship was positive while 11.1 %( N=2) respondents were not sure and 5.6 %( N=1)
respondent claimed it was extremely negative. Majority number 72.2 %( N=13) of respondents
were UN aware of whether the relationship between the community and the learners with hearing
impairment existed well or not.22.2 %( N=4) of the respondents the relationship was negative and
5.6 %( N=1) respondent supported that the relationship was positive. Majority number
88.9%(N=16) of the respondents claimed that the relationship between learners with hearing
impairment and their hearing peers was positive and a proportionate number 5.6%(N=1)
respondent it was extremely positive not so sure. Majority number 38.9 %( N=7) of the respondents
had a negative claim on the relationship between learners with hearing impairment and their
teachers in the school and 33.3 %( N=6) were not so sure meanwhile 27.8 %( N=5) respondents
had positive view. 61.1 %( N=11) respondents claimed that the cultural/societal view on the

29
condition of deafness was negative 22.2 %( N=4) respondents remained in the UN sure category
and 16.7 %( N=3) claimed the view was negative.

The research findings clearly showed that there existed some negative feeling of parents toward
the education of their children with hearing impairment, lack of community awareness, negative
cultural/ societal view on the condition of deafness although hearing peers showed positive
relationship with learners with hearing impairment.

4.2.2: Challenges related to academic performance of learners with hearing impairment

The sub section sought to determine the extent to which respondents agreed with the following
statements relating to social responsibility challenges on academic performance of learners with
hearing impairment. Results were analyzed in table 4.9

Bar graph 2: Challenges related to academic performance

A bar graph showing challenges related to social responsibility

on academic performance
90
80
70
60
Percentage

50
40
30
20
10
0
Majority of the Many families with Teachers at my school Children with hearing Children with hearing
parents cannot afford Deaf children prefer have a positive impairment report to impairment regularly
to pay school levies , to keep them at attitude towards the school on time when attend school
visit them regularly or home rather than learners with hearing the school term
provide their basic educate them impairment. begins?
needs
Social responsibility

strongly agree agree not sure disagree strongly disagree

30
From the research findings majority number 72.2 %( N=13) agreed that majority of the parents
could not afford to pay school levies, visit them regularly or provide their basic needs And 16.7
%( N=3) disagreed meanwhile1 (5.6%) respondents strongly agreed to the above claim.
While 1 (5.6%) was not so sure. 72.2 %( N=13) of the respondents agreed that Many families with
Deaf children prefer to keep them at home rather than educate them, besides, 27.8 %( N=5)
strongly seconded the same. 61.1% (N=11) respondents disagreed that Teachers at their schools
had a positive attitude towards the learners with hearing impairment although 27.8 %( N=5) had
opposite opinions and only 11.1 %( N=2) extremely disagreed with the claim. 66.7%(N=12)
respondents were in disagreement of the view that Children with hearing impairment report to
school on time when the school term begins and16.7%(N=3) were not so sure of the view
meanwhile 11.1%(N=2) were in strong agreement to the claim and 5.6%(N=1) strongly disagreed
of the view that Children with hearing impairment report to school on time when the school term
begins.
83.3 %( N=15) respondents strongly disagreed with the view that Children with hearing
impairment regularly attended school although 16.7 %( N=3) were reserved.
It was clear as shown above that most parents of learners with hearing impairment were not playing
their roles such as enrolling the child in school, providing scholastic materials, paying school dues,
visiting schools but instead chose to keep their children with hearing impairment at home. Few
teachers 27.8 %( N=5) had positive view on inclusion of learners with hearing impairment
meanwhile majority 61.1% (N=11) of them opposed to it. On the other hand delays in reporting to
school and irregular attendance to class were observed. All those negative concerns can drastically
affect enrolment, stay, completion and academic achievement of learners with hearing impairment

4.2.3: Curriculum challenges on academic performance of learners with hearing impairment

This sub section investigates on challenges related to school curriculum on academic performance
of learners with hearing impairment learners.
The study sought to establish the extent to which respondents agreed with the following statements
relating to challenges of school curriculum on academic performance of learners with hearing
impairment. Results were analyzed in bar graph 3

31
Bar graph 3: Challenges related to school curriculum on academic performance

A bar graph showing challenges related to school

curriculum on academic performance
90
80
70
60
Percentage

50
40
30
20
10
0
The curriculum is adapted The curriculum is not The curriculum has not The curriculum is not
for learners with hearing flexible in allowing me to provided adequate suitable for learners with
impairment adapt content to suit the strategies for teaching hearing impairment
needs of learners with learners with hearing
hearing impairment impairment
Curriculum challenges

strongly agree agree not sure disagree strongly disagree

Findings indicated that majority of the respondents 17.8 %( N=14) disagreed to the fact that the
curriculum was adapted for learners with hearing impairment. This claim was strongly supported
by 16.7 %( N=3) of the respondents except 5.6 %( N=1) respondent who was not sure. Majority
number of respondents 72.2%(N=13) unanimously agreed that the curriculum was not flexible in
allowing them to adapt content to suit the needs of learners with hearing impairment meanwhile
22.2%(N=4) respondents disagreed and claimed that it was flexible and only 5.6%(N=1)
respondent strongly agreed to the fact that the curriculum was not flexible in allowing them to
adapt content to suit the needs of learners with hearing impairment. On the other hand, 83.3 %(
N=15) number of respondents agreed that the curriculum has not provided adequate strategies for
teaching learners with hearing impairment although 11.1 %( N=2) claimed that the curriculum
provided adequate strategies for teaching learners with hearing impairment. But 5.6 %( N=1)
respondent re-emphasized it did not. strongly meanwhile 77.8%(N=14) of respondents agreed that
the curriculum was not suitable for learners with hearing impairment and this claim was strongly

32
supported by16.7%(N=3) respondents and only 5.6%(N=1) strongly disagreed to the view that
the curriculum was not suitable for learners with hearing impairment.

The study findings clearly showed that the school curriculum was never adapted, never flexible
and suitable for learners to benefit from

4.2.4: Challenges related to Language of Instruction Influence on Academic performance of

Learners with hearing impairment
This sub section investigates on challenges related to language of Instruction on academic
achievement of learners with hearing impairment

Common Communication Modes Used by Teachers of learners with hearing impairment

The sub section sought to determine the common communication modes used by teachers of
learners with hearing impairment. Results were analyzed in pie chart 1
Pie chart 1: Common Communication Modes Used by Teachers of learners with hearing
impairment

A pie-chart showing common communication modes used

by teachers of learners with hearing impairment

Using Uganda Sign Language Using local language By writing on paper

Using gestures Using speech Using communication board
Others

33
The research findings indicated that 94.44 %( N=17) of the respondents used gestures except
1representing (5.55 %( N=1) who was using speech. It was clear that almost all the teachers who
participated in this study never had good skills of sign language and that most of them resorted to
use of gestures and speech.

4.2.5 Rating on Fluency in Uganda Sign Language

Teachers were requested to rate on fluency of Uganda Sign Language. Results were analyzed in
bar graph 4
Bar graph 4: Teacher Personal Rating on Fluency in Uganda Sign Language

A graph showing teacher personal and learners' rating

on fluency in Uganda sign language
90
80
70
60
Percentage

50
40
30
20
10
0
Very good Good Moderate Not good Poor
Rating

Series1 Series2

Regarding teachers, majority of the respondents 61.1 %( N=11) were poor in Uganda sign
language, 5 (27.8 %( N=5) claimed they were not good at it. Only 11.1 %( N=2) respondents
claimed they were moderate in Uganda sign language. It means that none of the teachers had good
skills of Uganda sign language hence a threat to effective communication between them and
learners with hearing impairment.

34
Findings further indicated that 77.8 %( N=14) of the respondents claimed learners were good at
Uganda sign language meanwhile 4 (22.2 %( N=4) said learners were moderate. The findings
showed that most of the learners with hearing impairment had good skills of Uganda sign language
except a few.
4.2.6: Challenges related to Teaching and Learning Resources on the Academic performance
of learners with hearing impairment
The sub section sought to determine the extent to which respondents agreed with the following
statements relating to issues on teaching and learning resources on academic performance of
learners with hearing impairment. Results were analyzed in bar graph 5.
Bar graph 5: Influence of Teaching and Learning Resources on the Academic Achievement
of Deaf Learners

A bar graph showing the influence of teaching and learning

resources on the academic achievement of deaf learners

Teachers have great challenges explaining materials

using Sign Language
The government provides sufficient support in
ensuring that teaching and learning materials are…
Learners with hearing impairment who need Hearing
devices are not able to get them
The available teaching and learning materials are not
adapted for learners with hearing impairment
The school has inadequate teaching and learning
resources

0 10 20 30 40 50 60 70 80 90 100

strongly agree disagree not sure agree strongly agree

strongly the challenge was supported by the majority of the respondents majority number
66.7%(N=12) of the respondents agreed with the fact that the schools had inadequate teaching and
learning resources this claim was strong supported by27.8%(N=5) respondents meanwhile
5.6%(N=1) respondent disagreed to that claim. On the other hand majority of the respondents 94.4
%( N=17) unanimously agreed that the available teaching and learning materials are not adapted

35
for learners with hearing impairment except 5.6 %( N=1) respondent who strongly agreed to the
same claim. Majority of the respondents 55.6%(N=10) agreed to that fact Learners with hearing
impairment who needed hearing devices were not able to get them this challenge was strongly
supported by44.4%(N=8) respondents. 88.9%(N=16) of the respondents disagreed with the fact
that the government provides sufficient support in ensuring that teaching and learning materials
are available to the schools meanwhile a proportionate number 5.6%(N=1) was not sure and
strongly disagreed with the claim that The government provides sufficient support in ensuring that
teaching and learning materials are available to the schools respectively. On the other hand, a
proportionate number 50 %( N=9) of respondents strongly agreed and agreed to the fact that
Teachers have great challenges explaining materials using Sign Language.
It was evident that the schools understudy had inadequate teaching and learning resources, while
the few that existed were not adapted. Learners in need of assistive devices were not able to get
them and the government never provided enough resources meanwhile teachers were experiencing
great challenges in explaining materials in Uganda sign language

4.3: Roles of teachers in promoting academic performance of learners with hearing

impairment

Teachers were requested to provide some possible actions that can be taken to improve the
academic achievement of learners with hearing impairment. Respondents reported that a
combination of general quality improvement of educational resources which would be relevant for
all learners and some Deaf-specific interventions such as teacher training in special needs
education, team teaching, teaching sign language, parental involvement, knowing the learners
individual needs, curriculum modifications, regular attendance, maintaining discipline, organizing
learners in to small groups, close supervision, use of participatory methods improving social class
climate, staff collaboration and provision of assistive devices for Deaf learners is an approach that
could support them to achieve more in their learning.
Regarding what could be done to promote societal involvement in education; they reported that all
people should be encouraged to participate in all school programs, handling homework
assignments, attending Parents Teachers Association meetings, having speech days, involving role
models to share experiences, organizing sports activities that incorporate everybody, mass
sensitization on the plight of education for persons with hearing impairments, involving the society

36
in resource mobilization, protection , appreciating the role of the society in the education and
creating inclusive society.
Regarding steps education stake holders should take to enhance academic performance; the
respondents suggested that creating positive societal and community attitudes are critical in
providing a positive environment for learners with hearing impairment. Deaf learners can only be
included in communities which have a good understanding of disabled children’s rights.
Governments have a major responsibility in ensuring that all their citizens have access to
community services. In addition, other stakeholders such as international and local organizations
working on community development issues should also ensure that they include Deaf learners and
their families in their programs, maintaining discipline, collaboration, providing support services,
more and relevant educational resources, curriculum modifications, awareness raising, providing
school meals, early identification and assessment programs, close supervision, peer tutoring,
training sign language interpreters were forwarded.
It was also reported that teachers should use total communication as a means to bridge the
communication gap, speak slowly and clearly, reducing background noise, use interpreters, write
instructions on the chalk board, engage in one- on -one teaching, use of enough and relevant
educational resources, use of child centered approaches of teaching, use of real objects, give
remedial lessons, curriculum modification, improvise resources, emphasize working in small
groups, team teaching, identifying and assessing of the learners and proper sitting arrangement.
Regarding resources that can be useful for teachers and learners to ensure meaningful classroom
experience, the following have been raised, learners textbooks, captioned videos, real objects,
charts, communication boards, sign language manuals, newspapers, computers, interpreters,
resource rooms, chalkboard and class calendars. It can be deduced that most of the teachers had
good ideas on how to help learners with hearing impairment in inclusive primary classes but
however, the idea appears to be limited to theory.

After carefully presenting the study findings, analyzing and presenting them in this chapter as done
above, this chapter ushers us to looking at the summary of findings, discussion of findings,
conclusion on the findings and giving recommendations which should be in line with the purpose
of the study, its objectives, evidences presented and interpretations drawn contained in the next
chapter 5 as seen below.

37
 CHAPTER FIVE

SUMMARY, DISCUSSION, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

The study investigated teachers’ perspectives on factors that affect academic performance of
learners with hearing impairment in inclusive primary schools in Kuru Sub County in Yumbe
District. This chapter is a presentation of the summary of major findings, discussion of findings
objective by objective, conclusions drawn on the findings objective by objective as presented in
chapter 4 and recommendations based on the study findings.

5.1 Summary.

Findings indicated that there was link between socio-cultural factor influence and lack of academic
performance of learners with hearing impairment such as poor relationship between the learners
with hearing impairment and their family members as shown by 44.4%(N=8) response, lack of
community involvement as shown by 77.8%(N=14) of the respondents, 33.3%(N=6) said
community relationship was negative besides, 88.9% (N=15) observed positive relationship
between the learners with hearing impairment with their hearing peers. 50%(N=9) agreed that
teacher had a positive view on inclusion although majority had no background in Special Needs
Education but however 33.3%(N=6) had a negative view. 72.2%(N=13) of the respondents agreed
that the cultural/ societal view on the condition of deafness was negative,

The research findings further indicate that there existed some negative feelings of parents toward
the education of their children with hearing impairments since they could not provide some basic
needs as shown by proportionate rate of 44.4%(N=8) of responses, besides 88.9%(N=16) agreed
that many families prefer keeping their children with hearing impairment at home rather than
educate them, , lack of community awareness as reported by majority of the respondents
77.8%(N=14) , teachers had good relationship with learners with hearing impairment as shown by
50%(N=9) response, negative cultural/societal view on the condition of deafness as shown by
72.2%(N=13 although hearing peers showed positive relationship with learners with hearing
impairment as represented by 83.3%(N=15) this implies that negative perception from the society
was a challenge in the academic achievement of learners with hearing impairment. Therefore
positive societal attitudes are important in providing an enabling environment for learners with
38
hearing impairment. Children with hearing impairment can only be included in schools,
communities and societies which have a positive understanding of their rights.
Findings also indicated that there was a link between curriculum and poor academic achievement
of learners with hearing impairment as shown by77.8 %( N=14) who claimed that the curriculum
was not adapted for learners with hearing impairment and 16.7(N=3) who strongly disagreed to
the same. 72.2% (N=13) of respondents agreed that the curriculum was not flexible in allowing
for adaptation of content to suit the learners with hearing impairment, 83.3%(N=15) said the
curriculum had not provided adequate strategies for teaching learners with hearing impairment,
and 77.8%(N=14) who said that the curriculum was not suitable for learners with hearing
impairment

Further findings indicated that there existed a link between language of instruction and lack of
academic achievement of learners with hearing impairment as evidenced by 94.4% ( N=17) of the
respondents who claimed they could only use gestures because they did not have sign language
skills .The study also revealed that, teachers had great challenges teaching using Uganda sign
language, this was reported by 61.1% (N=11) of the respondents who claimed they were poor in
Uganda sign language and 27.8% (N=5) claimed they were not good at it, the fact that language
of instruction has a great influence on the academic achievement of learners with hearing
impairment.

The findings further revealed a link between academic performance of learners with hearing
impairment and unavailability of learning resources. It revealed that the schools had inadequate
learning resources which was agreed upon by 66.7 %( N=12) and 27.8 %( N=5) of the respondents.
94.4 %( N=17) claimed it was difficult for them to adapt the materials. The results also showed
that, hearing devices were not available for learners who needed them as claimed by 55.6 %( N-
10) and 44.4 %( N=8).majority number 88.9 %( N=16) agreed that the Government did not provide
sufficient learning resources to schools and a proportionate rate of 50 %( N=9) of respondents
strongly agreed and agreed that teachers had great challenges explaining materials using sign
language.

Respondents reported that a combination of general quality improvement of educational resources

which would be relevant for all learners and some Deaf-specific interventions such as teacher

39
training in special needs education, team teaching, teaching sign language, parental involvement,
knowing the learners individual needs, curriculum modifications and so on. Regarding what could
be done to promote societal involvement in education; they reported that all people should be
encouraged to participate in all school programs. Regarding steps education stake holders should
take to enhance academic performance; the respondents suggested that creating positive societal
and community attitudes are critical in providing a positive environment for learners with hearing
impairment among others. It was also reported that teachers should use total communication as a
means to bridge the communication gap. The following have been raised among the relevant
resources to facilitate class room instructions; learners textbooks, captioned videos, real objects,
charts, communication boards, sign language manuals, newspapers, computers, interpreters,
resource rooms, chalkboard and class calendars. It can be deduced that most of the teachers had
good ideas on how to help learners with hearing impairment in inclusive classes but however, the
ideas appeared to be limited to theory.

5.2 Discussions.

This section answers the three research questions namely;

1. How do teachers view inclusion of learners with hearing impairment in inclusive primary
schools?

2. Are the teachers aware of the challenges that affect academic performance of learners with
hearing impairment in inclusive primary schools?

3. What are the roles of teachers in promoting academic performance of learners with hearing
impairment in inclusive primary schools?

The discussions will be based on the findings and literature that supports or challenges the findings.

5.2.1: Teachers’ Views on Inclusion of Learners with Hearing Impairment in inclusive

classes

Including children with special educational needs in ordinary schools has become an important
matter of discussion in the recent past and previously, it had been assumed unrealistic for the
education of such children to take place in mainstream schools(Pijl, 1997 and de Boer, 2010) this
perception is slowly changing for the better through world declarations and conventions like the

40
United Nations(UN) Universal Declaration of Human Rights( 1948), the UN Conventions on the
Rights of the Child(1989), the Jomtien Declaration on Education for All-EFA(1990), the
Salamanca Statement(1994), the Daker Framework for Action(2000) and Sustainable
Development Goals( article 4) which stress that education is every ones right and it should be for
all regardless of any differences individuals may have. Government of Uganda ,being signatory to
these Declarations and Conventions, embraced them by enacting laws and policies like the 1992
Government White Paper, the 1995 Constitution of the Republic of Uganda( article 30 and 35),
the Disability Act 2011 and the U.P.E Police 1997. This led to training of teachers including special
educators. However, the number of teachers are few and sparsely placed in mainstream schools.

Teacher’s views may be understood from how the socio-cultural perspectives influence academic
performance in inclusive classes as shown in the following discussions

Socio-Cultural factors and Academic Achievement of Deaf Learners

The findings revealed that there was a link between socio-cultural factors and lack of academic
achievement of learners with hearing impairment. This implies that negative perception from the
family and society challenged academic achievement of learners with hearing impairment.
Therefore, positive societal attitudes are critical in providing an enabling environment for these
learners. Children with hearing impairment can only be included in inclusive schools, communities
and societies which have a positive understanding of disabled children’s rights. The findings are
contrary to the United Nations Education Scientific Cultural Organization (UNESCO) report in
1998, which stated that the simplest thanks to house learners with disability was not by putting
them in special schools where they are segregated, but to produce for them within the general
community where they are expected to require their places in adulthood. Among the negative
attitudes from the society that affected the learning of learners with hearing impairment include
negative cultural/ societal perception on the condition of Deafness, poor relationship between Deaf
learners and their teachers in school, poor relationship between Deaf learners and their community
and negative perception of the community about Deafness. These findings were consistent with
those reported by Bell (2004) who found out that, young learners with hearing impairments
experience higher levels of stress and have more difficulties in coping.

41
5.2.2: Teachers awareness about challenges to academic performance

To enable teachers and parents to have consciousness of challenges that affect academic
performance of learners with hearing impairment in ordinary schools is incredibly vital as Dana
(2014:) believes that this academic achievement depends on the teachers for its variety and
sustainability. John and Sylod, 2013 observe that, learners with hearing impairment have difficulty
with all areas of educational achievement. The gap in academic achievement between children
with normal hearing and those with hearing impairment usually widens as they progress through
school. Teachers’ awareness about challenges to academic performance may be understood from
how curriculum, language of instruction and learning resource perspectives influence academic
performance of learners with hearing impairment in inclusive classes as shown below

Curriculum Factors and Academic Achievement Deaf Learners

Findings indicated that there is a link between curriculum and poor academic achievement of
learners with hearing impairment. The curriculum was not very flexible in allowing teachers to
adapt content to suit the needs of learners with hearing impairment, the curriculum was not adapted
for Deaf learners, the curriculum has not provided adequate strategies for teaching learners with
hearing impairment, and that the curriculum was not suitable. It further revealed that teachers
struggle to deliver and explain the materials in sign language and that the current curriculum was
meant for Hearing learners. This had a negative impact on their academic performance. The
findings are in support of the study by Savolainen (2000) who says that it is vital to have an
appropriate curriculum for education to be meaningful for all learners with special needs
Language of Instruction and Academic Achievement of Deaf Learners
The findings revealed that there existed a link between language of instruction and lack of
academic achievement of learners with hearing impairment. The study also revealed that all the
instructional materials were not in Uganda Sign Language (USL), teachers had great challenges
explaining materials in sign language although learners with hearing impairment were good at
Uganda sign language and that language of instruction had a great impact on the performance of
learners with hearing impairment. In line with this Adebayo &Ngwenya (2015:) observe that
educators in most cases don't show an understanding of including learners with hearing impairment
in mainstream schools and are unaware of the challenges that affect these learners’ academic

42
performance because they lack knowledge or have little or no experience of inclusive education.
Results also showed that the most common communication means used by teachers were gestures
and speech this was because most of the teachers were poor in Uganda sign language. The findings
concur with the research findings by Mweri (2014) who noted that the few available teachers have
little or no knowledge of Sign Language which is the primary language of communication for the
Deaf.
Teaching and Learning Resources and Academic performance of Learners with hearing
impairment
Findings indicated that there was a link between academic achievement of learners with hearing
impairment and unavailability of learning resources. It was evident that the schools understudy
had inadequate teaching and learning resources as shown by 66.7% of the respondents, while the
few that existed were not adapted as indicated by 94.4%(N=17) of the respondents .Learners in
need of assistive devices were not able to get them as shown by 55.6% response and the
government never provided enough resources as indicated by 88.9% response. It was clear upon
this evidence that most schools in the study area could be having the same challenges. this rhymes
with Ssekamwa (2000) also, cited by Otutu (2010) who agreed that some facilities like school
buildings, grounds, enough text/library books, chairs, desks, teaching materials, laboratories,
library and teachers are needed in institutions and are incidental to instruction .The possession of
adequate facilities in a school for studying is a characteristic of an effective school , they
concluded. These inadequate materials inhibit further reading and research by students to
supplement the efforts made by the teachers.

5.2.3 Roles teachers can play to promote academic performance

The role of teachers in a changing world was selected by the General Conference of UNESCO
(Resolution 1.2 adopted at its twenty-seventh session) as the theme for the forty-fifth session for
several important reasons. One of the main reasons is that, as the report of the International
Commission on Education for the Twenty-first Century has put it, “good education requires good
teachers”. In addition, in terms of their sheer numbers, teachers are very important.
UNESCO’s World Education Report (1995) indicates that throughout the world there are
53 million teachers in primary and secondary schools alone and this number will continue
to increase. Teachers make up the largest single group of trained professionals in the world.

43
However, the number of trained teaching staff in regard to Special Needs Education takes the
minority share.

In regards to the study at hand, Teachers were requested to provide some possible actions that
could be taken to improve the academic achievement of learners with hearing impairment.
Respondents reported that a combination of general quality improvement of educational resources
which would be relevant for all learners and some Deaf-specific interventions such as teacher
training in special needs education, team teaching, teaching sign language, parental involvement,
knowing the learners individual needs, curriculum modifications, regular attendance, maintaining
discipline, organizing learners in to small groups, close supervision, use of participatory methods
improving social class climate, staff collaboration and provision of assistive devices for Deaf
learners is an approach that could support them to achieve more in their learning.

Regarding what could be done to promote societal involvement in education; they reported that all
people should be encouraged to participate in all school programs, handling homework
assignments, attending Parents Teachers Association meetings, having speech days, involving role
models to share experiences, organizing sports activities that incorporate everybody, mass
sensitization on the plight of education for persons with hearing impairments, involving the society
in resource mobilization, protection , appreciating the role of the society in the education and
creating inclusive society.

Regarding steps education stake holders should take to enhance academic performance; the
respondents suggested that creating positive societal and community attitudes are critical in
providing a positive environment for learners with hearing impairment. Deaf learners can only be
included in communities which have a good understanding of disabled children’s rights.
Governments have a major responsibility in ensuring that all their citizens have access to
community services. In addition, other stakeholders such as international and local organizations
working on community development issues should also ensure that they include Deaf learners and
their families in their programs, maintaining discipline, collaboration, providing support services,
more and relevant educational resources, curriculum modifications, awareness raising, providing
school meals, early identification and assessment programs, close supervision, peer tutoring,
training sign language interpreters were forwarded.

44
It was also reported that teachers should use total communication as a means to bridge the
communication gap, speak slowly and clearly, reducing background noise, use interpreters, write
instructions on the chalk board, engage in one- on -one teaching, use of enough and relevant
educational resources, use of child centered approaches of teaching, use of real objects, give
remedial lessons, curriculum modification, improvise resources, emphasize working in small
groups, team teaching, identifying and assessing of the learners and proper sitting arrangement.

Regarding resources that can be useful for teachers and learners to ensure meaningful classroom
experience, the following have been raised, learners textbooks, captioned videos, real objects,
charts, communication boards, sign language manuals, newspapers, computers, interpreters,
resource rooms, chalkboard and class calendars. It can be deduced that most of the teachers had
good ideas on how to help learners with hearing impairment in inclusive primary classes but
however, the idea appears to be limited to theory.

The findings above are supported by the observations of Finn Church Aid (FCA) (2021) and Sheila
(2008) who pointed out that teachers are often the primary to spot children who have special
educational needs (SEN) which aren't always physically visible. Related to the above findings was
the observation of Tyagi (2016) who stated that the teachers’ role isn't only to show the topic but
also to supply training in areas of signing, similarly as independent living skills. He lists the
subsequent as a number of the roles teachers can play in including all children and promoting their
academic performance in inclusive schools:
• Identification of learners with disabilities within the classroom.
• Referring the identified children to the experts for further examinations and treatment.
• Removing physical barriers wherever possible in order that children with disabilities
move freely.
• Making suitable adaptations within the curriculum so as for the kids with disabilities to
be told in line with their abilities.
• Providing remedial instruction to the kids who need it.

45
5.3 Conclusions.

Conclusions were drawn from the key findings of the study. It is also important to draw out lessons
learnt during and after conducting the research study.
The study concludes that the family, community and society have not fully embraced education of
children with hearing impairment. They were not informed about inclusive education and its
importance.for teachers, despite most of them not being trained in Special Needs Education have
access to information about inclusive education and its importance because of being literate.

The findings made the researcher conclude that teacher factors are very important in influencing
academic performance in inclusive schools. However, the teachers needed to be fully motivated
more by the stakeholders in form of good pay, improving working conditions, refresher courses in
Special Needs Education and their welfare among others if better academic performance was to
be achieved. Delays in reporting to school and irregularity to classes have a negative influence on
the academic achievement of learners with hearing impairment, majority of learners with hearing
impairment do not promptly report to school at the beginning of school term and eventually drop
out of school due to financial constraints by their parents/guardian. Most parents do not therefore
value the education of their children with hearing impairment due to cultural and societal view of
the condition of deafness. Furthermore the study concludes that positive societal attitudes are
critical in providing an enabling environment for Deaf learners and creating more inclusive
societies will reduce exclusion. The current curriculum is rigid and unsuitable for learners with
hearing impairment and that major curriculum adaptations are required to improve their
achievement. Majority of the teachers were not familiar and fluent in using Uganda Sign Language
and most of the inclusive schools had inadequate teaching and learning resources.

5.4 Recommendations.

The following recommendations were made based on the study findings.

1. Negative perception on Deafness, cultural beliefs and norms and negative attitudes towards
learners with hearing impairment was found to challenge their academic achievement. The
researcher recommends advocacy on Deaf rights and societal sensitization on the importance of
according the Deaf the same status as to the hearing peers in the society.

46
2. The Ministry of Education should work with the National Curriculum Development center and
other stakeholders to revise and simplify the curriculum to make it suitable for learners with
hearing impairment. Teachers should be empowered with more teaching strategies, flexibility to
adapt content, make classroom accommodations for all learners and adopt an individualized
learning teaching approach. Textbooks and other learning materials should be friendly to all
learners to meet their academic needs and ultimately improve their achievement. Uganda National
Examinations Board should also look into ways of adapting Examinations for learners with hearing
impairment without compromising on the quality of outcomes. Accommodations during exams
such as more time, Sign language grammar to complete exams may have a positive impact in their
achievement.

3. The study also revealed that majority of the teachers were not good at Uganda Sign Language.
Thus the researcher recommends that the government should facilitate and conduct refresher
trainings to teachers on Uganda sign language and thorough pre-service and in-service trainings to
teachers on how to teach learners with hearing impairment effectively.

4. Inadequacy of teaching and learning resources was found to negatively affect the learning
process and the achievement of all learners, therefore the researcher recommends that the
government should fully support the inclusive schools and allocate more resources to these
schools. This includes providing adequate funding, facilities, and other teaching and learning
resources to the schools, and provide adequately trained personnel such as interpreters and more
teachers to support learning.

5. Learners with hearing impairment need to be placed in an educational setting that supports
access and development of their language needs. Least Restrictive Environment for a learner with
hearing impairment is a language-rich environment. For a majority of learners with hearing
impairment it refers to a specialized setting and not necessarily the regular education environment.

47
5.5 Suggestion for Further Research

1) The effect of motivation on staff performance in inclusive primary schools

2) Stakeholder’s involvement and academic performance of leaners with hearing impairment

in inclusive primary schools
3) Learner based factors and academic achievement of learners with hearing impairment in
inclusive primary schools

48
 REFERENCES

Adebayo, A. S., & Ngwenya, K. (2015). Challenges in the Implementation of Inclusive Education
At Elulakeni Cluster Primary Schools in Shiselweni District of Swaziland. European
Scientific Journal, 11(13), 246–261.

Agyire-Tettey, E. E., Cobbina, M., & Hamenoo, E. S. (2017). Academic challenges of students
with hearing impairment (SHIs) in Ghana. Disability, CBR & Inclusive Development,
28(3), 127-150.Available at: https://doi.org/10.5463/dcid.v28i3.646.

Annum G. (2017) Research Instruments for Data Collection. Retrieved on 4/1/2022 from
hhps://campus.educadium.com/newmediart/file-php&hl=en-UG.

Anthony Abaidoo (Author), 2018, Factors contributing to academic performance of students in a

Junior High School, Munich, GRIN Verlag, https://www.grin.com/document/450284

Bannink F., Idro R. and Van Hove G. (2016) Teachers’ and Parents’ Perspectives on Inclusive
Education foe Children with Spine Bifida in Uganda. Journal of Childhood and
Developmental Disorders, vol. issue no. 2 pp. 18.

Chandra, S., & A Galanter, C. (2016). Problematic Sexual Behavior in a Patient of 48, XXYY
Syndrome: A Case Report. Journal of Childhood & Developmental Disorders, 02(02).
https://doi.org/10.4172/2472-1786.100018

Olabode, S. O., Bakare, A. A., & Olateju, O. I. (2018). an Assessment of the Reliability of
Secondary Data in Management Science Research. LASU Journal of Employment
Relations & Human Resource Management, 1(1), 182–194.
https://doi.org/10.36108/ljerhrm/8102.01.0102

Barton T. and Wamai G. (1994) Equity and Vulnerability: A situation Analysis of Women,
Adolescents and Children in Uganda, 1994, Kampala

Barton, L. (2003). Inclusive Education and Teacher Education: A basis for hope for discourse of
delusion. London, University of London.
Barifaijo K.M, Basheka B & Oonyu (2010), How to write A good Dissertation or
Thesis. A guide to Graduate students. First Edition, New Vision Printing and Publishing
Co. Ltd. Uganda.

49
Carrington, S & Robinson, R. (2006). Inclusive school community: Why is it so complex?
International Journal of Inclusive Education, 10(5), 323-334
Cohen l., Manion L. and Morrison K. (2011) Research Methods in Education, 7th edition
London, Routledge.

Đurišić M. and Bunijevac M. (2017) Parental Involvement as an Important Factor for

Successful Education. C. e. p. s Journal | Vol.7 | No3. Pp137-153

Finn Church Aid (FCA) (2017) Needs Assessment on Children with SEN and Disabilities in
Bidibidi and Omugo Refugee Settlements. Kampala, UNICEF.

Government of Uganda (1995) Uganda Country Report on The Implementation of the UN

Convention on the Rights of the Child. Kampala, UNICIEF.

Government of Uganda (1995). The 1995 Constitution of the Republic of Uganda. Entebbe,
Government Printer.

Jennifer C. & Linda G. (2003). Changing student teachers’ attitudes towards disability and
inclusion. Journal of Intellectual & Developmental Disability, 28(4), 369- 379.
John Mpofu & Sylod Chimhenga. (2013). Challenges faced by hearing impaired pupils in
learning: A case study of King George VI Memorial School. Journal of Research and
Method in Education, 2(13)
Kaplan I, Miles S & Howes A (2011). Images and the ethics of inclusion and exclusion: learning
through participatory photography in education. Journal of Research in Special
Educational Needs, 11, 195-202.
Kodiango, W. O., & Syomwene, A. (2016). Challenges faced by the hearing impaired learners in
composition writing and in answering comprehension questions in English language
lessons. European Journal of Education Studies, 2(10), 1–13.Available at:
https://doi.org/10.5296/jsel.v6i1.12740.
Langkos S. (2015) Research Methodology: Data Collection Methods and Research Tools.
Retrieved on 1/1/2022 from https://www.researchgate.net/publication/270956555-
CHAPTER-3-METHODOLOGY-Data-Collection-Methods-and-
ReseachTools&hl=en-UG.

50
Lavrakas p.s. (2008) Encyclopedia of Survey Research Methods. Thousand Oarks, SAGE
Publications Ltd.

Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive

education/mainstreaming. British Journal of Educational Psychology, 77(1), 1-
24.Available at: https://doi.org/10.1348/000709906x156881.
Marschark M, Shaver D.M, Nagle K.M, Newman LA. Predicting the Academic
Achievement of Deaf and Hard-of-Hearing Students from Individual,
Household, Communication, and Educational Factors. Except Child. 2015;
81(3):350–369

Ministry of Education and Sports, Guidelines on Policy, Roles and Responsibilities of

Stakeholders in the Implementation of Universal Primary Education (UPE) 1998

Mpofu, J., & Chimhenga, S. (2013). Challenges faced by Hearing Impaired pupils in learning: A
case study of King George VI memorial school. IOSR Journal of Research & Method
in Education IOSRJRME, 2(1), 69–74.Available at: https://doi.org/10.9790/7388-

0216974.

Mugenda, O. M. & Mugenda, A. G. (2003). Research methods: Quantitative and qualitative

Approaches. Nairobi: African Centre for Technology Studies.

Mubazi J.K.E. (2008) Research Methods. Kampala, Makerere University Press.

Mweri J., (2014). Diversity in Education: Kenyan Sign Language as a medium of instruction in
schools for the Deaf in Kenya. Multilingual Education 2014 4: 14
Myers, J., & Bagree, S. (2011). Making inclusive education a reality: Toolkits and manuals
policy Paper. London, Global Sight Savers International.
O’ Donovan (2009) Good Practices In Caring for Children with Special Needs, 3 rd
edition. Cheltenham, Nelson Thorns Ltd.

Okeke C. (2014) The Experiences of Parents of School Children with Special Educational
Needs: an Empirical Study. Mediterranean Journal of social Sciences vol.5 issue
no 15 pp. 227- 240.

51
Punch K.F. (2009) Introduction to Research Methods in Education. London, SAGE Publications
Ltd.

Punch K.F. (2012) Introduction to Social Research-Qualitative and Quantitative Approaches.

London, SAGE Publications Ltd.

Rwaka S.A. and Namyalo G. (2014) the Theory and Practice of Comparative Education.
Kampala, Kisubi Associates Writer’s Agency (KAWA)

Salamanca Conference (1994) World Conference on Special Needs Education-Salamanca, Spain.

Madrid, UNESCO, Access Quality.

Schunk D.H. (2004) Learning Theories- an Education Perspective. New Jersey, Pearson
Education Inc.

Sheila R.L. (2008) How to Observe Children, 2nd edition. London, Heinemann Pearson
Education Ltd.

Smith M. and Sartons E. (2017) Inclusive Education in Uganda-Examples of Practice. Kampala,

Enable-Ed and USDC. Kampala, Specific Profile Series.

Susanne R., (2008). Academic status of deaf and hard of hearing students in public schools.
Journal of Deaf Studies and Deaf Education, 13(4)
Swedberg N. (2011) Uganda Invests in Educating Students with Disabilities. Kampala, USAID
LEADERSHIP Magazine.

Tania (2016) Interpretation of Data- The Basics. Retrieved on 1/1/2022 from http://blog
.udemy.com/interpretation-of-data&hl=en-UG.

The Constitution of the Republic of Uganda, 1995. Kampala, LDC Publishers Printing Press

The Education White Paper: (1993) Education for National Integration and Development,
Entebbe, Ministry of Education
Tyagi G. (2016) Roles of Teachers in Inclusive Education. International Journal of Education
and Applied Research (IJEAR) vol.6 issue no.1 pp. 115-116.

Uganda Bureau of Statistics 2017, the National Population and Housing Census 2014 – Area

52
UNESCO. (1994). The Salamanca statement and framework for action on special needs
education. Paper presented at the World Conference on Special Needs Education. Access
and Quality, Salamanca, Spain, 7-10 June 1994.

UNICEF. (2013). the state of the world’s children 2013: Children with disabilities. Retrieved
from https://www.unicef.org/publications/index_69379.html. [Accessed 14 Jan 2022].
UNISE (1997), Africa Journal of Special Needs Education Vol 2.1 UNISE Kampala

UNISE, (1993), Educational Newsletter Bulletin 2, Volume 2 Kampala DANIDA/UNISE

WHO. (2005). World report on disability. Retrieved from:

https://www.who.int/disabilities/world_report/2011/report/en/.
World Bank. (2011). Ministry Of Irrigation and Water Development National Water
Development Programme (NWDP) Environmental and Social Management Framework.
Republic of Malawi March.
World Federation of the Deaf. (2020). Archived from the original on 11 December 2021 on
Wikipedia the free encyclopedia. Retrieved from:
https://en.wikipedia.org/wiki/World_Federation_of_the_Deaf.

53
 APPENDICES

APPENDIX I: INTRODUCTORY LETTER

54
 APPENDIX II:

MAP OF UGANDA SHOWING YUMBE DISTRICT

KEY:

YUMBE DISTRICT

55
 APPENDIX III:

MAP OF YUMBE SHOWING KURU SUB COUNTY

56
 APPENDIX IV:

QUESTIONNAIRE FOR TEACHERS

This questionnaire is designed to investigate teachers’ perspective on factors affecting academic

performance of Learners with hearing impairment in inclusive primary schools. You have been
identified because of your key role in education. I therefore, request you to fill in this questionnaire.
Your responses will contribute a lot to the successful completion of the study. I fully promise you
that all information you are going to give will be used only for academic purpose and kept
confidential. I kindly request you to spare some time and respond to the questions following the
instructions provided.

Section A. Background Information

Tick the appropriate responses in the boxes provided or write your responses in the blank
spaces.

Sex: Male Female

Age: 25-35 36-40 41-50 Above 51

Your educational qualification
Grade III certificate Diploma Holder Bachelor Degree Master Degree
Post Graduate Diploma
Any training in Special Needs Education (Specify level)………………………….................

Years of experience in teaching inclusive class

1-2years 3-4 years 5-7 years above 7 years - -

Current class you are teaching

P.1 P2 P3 P4 P5 P6 P7

57
Section B; views of teachers on inclusion
Give your opinion on the following statements in the table below with scale 1-5
1- Extremely positive, 2- positive, 3- Not sure, 4- negative, 5- extremely negative
Relationships and societal views 1 2 3 4 5
How is the relationship between learners with hearing impairment and
their family members
How is the relationship between learners with hearing impairment and
their community members
How is the relationship between learners with hearing impairment and
their hearing peers
How is the relationship between learners with hearing impairment and
their teachers in the school
How is the cultural/societal view on the condition of deafness
Social responsibility (1-strongly agree, 2-agree, 3-not sure, 4- 1 2 3 4 5
disagree, 5-strongly disagree)
Majority of the parents cannot afford to pay school levies , visit them
regularly or provide their basic needs

Many families with Deaf children prefer to keep them at home rather
than educate them

Teachers at my school have a positive attitude towards the learners

with hearing impairment.

Children with hearing impairment report to school on time when the

school term begins?
Children with hearing impairment regularly attend school
Curriculum factors 1-strongly agree, 2-agree, 3-not sure, 4- 1 2 3 4 5
disagree, 5-strongly disagree
The curriculum is adapted for learners with hearing impairment

58
The curriculum is very flexible in allowing me to adapt content to suit
the needs of learners with hearing impairment
The curriculum has provided adequate strategies for teaching learners
with hearing impairment

The curriculum is suitable for learners with hearing impairment

Language of Instruction
(Tick all applicable)
How do you communicate with learners with hearing impairment?
g) Using Uganda Sign Language ( )
h) Using local language ()
i) By writing on paper ()
j) Using gestures ()
k) Using speech ()
l) Using communication board ()
m) Using any other means, specify……………………………
How would you rate your knowledge and fluency of Uganda Sign
Language?
f) Very good ( )
g) Good ()
h) Moderate ()
i) Not good ()
j) Poor ()
How would you rate the knowledge and fluency in Uganda Sign
Language of children with hearing impairment
a) Very good ()
b) Good ()
c) Moderate ()
d) Not good ()
e) Poor ()

59
Learning materials (1-strongly agree, 2-agree, 3-not sure, 4- 1 2 3 4 5
disagree, 5- strongly disagree
The school has adequate teaching and learning resources

The available teaching and learning materials are not adapted for
learners with hearing impairment

Learners with hearing impairment who need Hearing devices are not
able to get them

The government provides sufficient support in ensuring that teaching

and learning materials are available to the school

Teachers have great challenges explaining materials using Sign

Language
Socio-cultural challenges (1-strongly positive, 2-positive, 3-not 1 2 3 4 5
sure, 4-negative, 5-extreamly negative)
How is the Relationship between learners with hearing impairment
and their family members
How is the Relationship between learners with hearing impairment
and their community members
How is the relationship between learners with hearing impairment and
their hearing peers
How is the relationship between learners with hearing impairment and
their teachers in the school
How is the cultural/societal view on the condition of deafness
Challenges related to academic performance (1-strongly agree, 2- 1 2 3 4 5
agree, 3-not sure, 4-disagree, 5-strongly agree
Delays in reporting to school and class when school term begins

60
Majority of the parents cannot afford to pay school levies , visit them
regularly or provide their basic needs

Many families with Deaf children prefer to keep them at home rather
than educate them

Teachers at my school have a negative attitude towards the learners

with hearing impairment

Children with hearing impairment regularly attend school

Curriculum challenges (1-stongly agree, 2-agree, 3-not sure, 4- 1 2 3 4 5

disagree ,5-strongly disagree)
The curriculum is adapted for learners with hearing impairment
The curriculum is not flexible in allowing me to adapt content to suit
the needs of learners with hearing impairment

The curriculum has not provided adequate strategies for teaching

learners with hearing impairment

The curriculum is not suitable for learners with hearing impairment

Challenges related to Language of Instruction (Tick all 1 2 3 4 5

applicable)
How do you communicate with learners with hearing impairment?
a. Using Uganda Sign Language ( )
b. Using local language ()
c. By writing on paper ()
d. Using gestures ()
e. Using speech ()

61
 f. Using communication board ()
g. Using any other means, specify………………..
How would you rate your knowledge and fluency of Uganda Sign
Language?
a) Very good ( )
b) Good ()
c) Moderate ( )
d) Not good ( )
e) Poor ()
How would you rate the knowledge and fluency in Uganda Sign
Language of children with hearing impairment
a) Very good ()
b) Good ()
c) Moderate ()
d) Not good ()
e) Poor ()

Challenges related to Learning materials (1-strongly agree, 2-

agree, 3-not sure, 4-disagree, 5-strongly disagree)
The school has inadequate teaching and learning resources

The available teaching and learning materials are not adapted for
learners with hearing impairment

Learners with hearing impairment who need Hearing devices are not
able to get them

The government provides sufficient support in ensuring that teaching

and learning materials are available to the school

62
 Teachers have great challenges explaining materials using Sign
Language

Section D: Roles teachers can play for alleviating these challenges

3 (a) what are some of the possible actions that can be taken to improve the academic achievement
of learners with hearing impairment?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(b) What can be done to promote societal involvement in academics?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
(C) What steps should be taken by Education stakeholders to enhance academic performance?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
(d) What should teachers do to improve classroom instructions to enhance academic achievement?

63
(e) Which resources can be useful to the teachers and learners to ensure a meaningful classroom
experience?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

Thank you!

64