Teaching Integrated Science to Junior Secondary School Learners with Hearing Impairment: Teachers’ Perceptions in Selected Special Schools of Chipata and Lusaka Districts

Abstract

The study aimed at establishing the perception of teachers on teaching Integrated Science to grade eight and nine learners with Hearing Impairment. A case study design comprising a purposively selected sample of five teachers of Integrated Science from four special schools in Eastern and Lusaka Provinces of Zambia. In-depth interviews were employed to generate data from teachers. Thematic approach was used to analyse data. The study revealed that although the teachers were qualified to teach Integrated Science, they lacked specialized training which negatively affected the teaching of Integrated Science to learners with Hearing Impairment. Additionally, the study revealed a number of barriers to teaching Integrated Science to learners with Hearing Impairment including: inadequate instructional materials, ill-training of teachers, inappropriate syllabus, communication barriers and inappropriate Integrated Science facilities. Based on these findings the study recommended specialized training for teachers in teaching Integrated Science to learners with Hearing Impairment, curriculum review to ensure that delivery of Integrated Science is inclusive, and provision of specialized materials to support Integrated Science education for learners with Hearing Impairment.