Challenges Faced by Learners with Multiple Disabilities (‘deafness and dumbness’) During Teaching and Learning in Regular Primary Schools: Case of Morogoro Municipality
Abstract
The purpose of this study was to investigate what challenges faced by learners with Multiple Disabilities (‘deafness and dumbness’) during the teaching and learning process in regular primary schools in Morogoro Municipality. This study was anticipated to deal with four specific research objectives; firstly; to assess respondents’ awareness of Special Needs Education (SNE) and Multiple Disabilities (‘deafness and dumbness’) in regular primary schools in Morogoro municipality, secondly; to identify challenges faced by learners with Multiple Disabilities (‘deafness and dumbness’) during teaching and learning in regular primary schools, thirdly; to exploring how these challenges affect their learning activities and finally; to obtaining possible solutions suggestion to the identified challenges for improving the learning process. A sample of 25 purposively randomly selected respondents included regular primary school teachers and learners with multiple (Deafness & Dumbness). A Descriptive survey design was used to collect data from the respondents using interviews and observation that were administered to teachers without disabilities and learners with disabilities, particularly ‘deafness and dumbness’ in regular primary schools. Both qualitative and quantitative approaches were used to strip respondents’ individual views and straightforward percentages from the numerous responses for descriptive purposes. The IBM SPSS V22.0 version was used for data analysis to improve decision-making through numbers. The study indicated that there were several challenges faced by learners with disabilities, particularly ‘deafness and dumbness’ in multiple within the regular schools. The study recommended modifications and adaptations in curriculum, policy, and implementation to favour the learners with ‘deafness and dumbness’ within regular situations.
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