The Effect of Instructional Methods on Learners with Hearing Impairment’s Academic Performance: The Case of CJSM Ngoma Inclusive School, Rwanda

Abstract

As educational institutions strive for inclusivity, understanding effective teaching strategies is crucial for optimising learning outcomes for these learners. The study’s objectives are to examine how instructional methods affect learners with hearing impairments' academic performance of learners with hearing impairment, and identify the effective strategies that can be used to improve their educational outcomes. The study employed a descriptive survey design. Quantitative data was obtained from hard copy anonymous questionnaires. Findings indicate that instructional methods incorporating visual elements and interactive components significantly enhance the learning experience for learners with hearing impairments. The study reveals that technology, when integrated thoughtfully into teaching practices, can provide substantial support, although access and training remain critical factors influencing its effectiveness. Instructional materials such as captions and visual aids are highly regarded for their effectiveness in facilitating comprehension and engagement among learners.
Despite the positive outcomes associated with tailored instructional strategies, challenges related to social engagement and peer interaction persist, indicating the need for comprehensive approaches that address both academic and social dimensions. The research underscores the importance of ongoing professional development for educators and emphasises the necessity of fostering inclusive environments that promote collaboration and understanding among all students. Ultimately, these insights aim to inform best practices in teaching learners with hearing impairments, ensuring equitable educational opportunities.