Factors Influencing Academic Performance of Hearing Impaired Students In Inclusive Education: A case of Moshi Technical Secondary School

This study sought to investigate factors influencing academic performance of hearing impaired students in inclusive education: a case of Moshi Technical secondary school. This study used case study research design to conduct investigation. It utilized purposive sampling technique to obtain sample from hearing impaired students, ordinary students who study in inclusive classes, teachers who teach in inclusive classes, the head of the school and the academic master. Data were collected by using interviews, Focused Group Discussions and classroom observations. Data collected were analyzed by using descriptive thematic analysis framework. The findings revealed that inclusive teaching and learning environment for hearing impaired students was not friendly due to shortage of specially trained teachers for hearing impaired students, lack of sign language skills to teachers who teach in inclusive classes, as well as shortage of teaching and learning facilities. The findings further revealed that teachers were not comfortable to teach in inclusive classes due to inability to use sign language in teaching and learning processes. Basing on the findings, the study recommended that the government should employ and post more specially trained teachers for the hearing impaired students as well as supplying enough teaching and learning materials to the school to enable hearing impaired students to learn effectively and comfortably. The study also recommended that further study to be done in a wider context on factors influencing academic performance of hearing impaired students in Tanzania