The Impact of Learning Environments on Teaching and Learning for Pupils with Hearing Impairment in Kinondoni Municipality, Tanzania

Abstract

Inclusive education is widely recognised as a key strategy for ensuring equitable access to quality education for learners with disabilities, including pupils with hearing impairment. Despite policy commitments in Tanzania, pupils with hearing impairment continue to face significant challenges within mainstream primary schools, particularly due to inadequacies in the learning environment. This study examined the impact of learning environments on teaching and learning for pupils with hearing impairment in inclusive primary schools in Kinondoni Municipality, Dar es Salaam. The study adopted a mixed methods approach involving 80 respondents, comprising 16 teachers and 64 pupils with hearing impairment from eight inclusive primary schools. Data were collected through questionnaires and semi-structured interviews and analysed using descriptive statistics and thematic analysis. The findings revealed that teachers employed various adaptive instructional strategies, including the use of sign language, lip reading, visual aids, peer tutoring, and appropriate classroom seating arrangements, to support pupils with hearing impairment. However, the study also found that the availability of assistive devices and learning resources such as hearing aids, FM systems, captioned materials, and visual learning tools was largely inadequate and irregularly supplied. Additionally, most teachers lacked formal training in special needs education, limiting the effectiveness and consistency of inclusive teaching practices. Financial constraints and limited institutional support further constrained the establishment of conducive learning environments. The study concludes that while inclusive education is recognised in policy, its practical implementation in Kinondoni Municipality remains challenged by insufficient resources, inadequate teacher preparation, and poor infrastructural support. The study recommends strengthening teacher training, improving the provision of assistive technologies and learning resources, enhancing inclusive school infrastructure, and reinforcing policy implementation to promote equitable and effective learning for pupils with hearing impairment.