Performance of Learners with Hearing Impairment in Design and Technology Studies: A Case of an Inclusive Secondary School in Mumbwa Zambia

Abstract

This study was qualitative and used a case study design and data was collected using qualitative methods. Thus, the instruments for data collected included the unstructured interview guide, focus group discussions and document study. The sample size consisted of 20 participants who were six learners with hearing impairment, four Design and technology teachers, two sign language interpreters, head of department (HOD), administrators and six parents of learners with hearing impairment. The study discovered that most of the learners with hearing impairment performance were on average in design and technology studies. The average performance was attributed to theory component of the study which learners have performed poorly in the academic career pathway. The study also revealed that sign language interpreter should always be available in an inclusive class. The study found that resources for use during a practical lesson were not enough and hence had an impact on the performance of learners with hearing impairment in design and technology studies. Communication between teachers and learners with hearing impairment was another challenge, which was revealed in the study. Learners with hearing impairment were subjected sometimes to learn in class without a sign language interpreter, which was against the inclusive education policy of not leaving anyone behind. However, the study found that, design and technology studies has the capacity to prepare learners for developing skills for navigating life problems, future training and employment. Recommendations were that there is need to train more teachers with special education with a combination of design and technology studies as a teaching subject.