An investigation on the use of sign language and oral language by regular teachers teaching hearing impaired children : a study at one of the inclusive schools in Lusaka, Zambia

The transition to inclusive education is not a technical or organisational change but a movement in a clear philosophical direction, as the definitions of inclusive education clearly indicate. Therefore, it is crucial to develop principles which will guide the process of change. International declarations and conventions, such as the UNESCO definition for inclusive education, have to be interpreted in the light of local circumstances. What does this mean in my country? And further, national definitions need to be translated into different contexts with the country. Abiding by the Salamanca Statement inclusive education, Zambia undertook a pilot project on inclusive education in 1997 in Kalulushi District which recognised and appreciated that inclusive education was and : • Essential to human dignity. • Brought about equalization of opportunities for all children. • Reflected societies as a democratic institution were all members have rights, possibilities, opportunities and responsibilities. • Recognizes and appreciates diversity of human capacity. From this project Zambia has embraced inclusive education when it was introduced to the four districts of Zambia. Following the above perspective a study was conducted in an attempt to investigate how the regular teachers manage to teach these children. The focus on the study was to investigate the approaches of communication the regular teachers use in class. For this study qualitative method and purposeful sampling was applied. Case study design was used to explore, describe and investigate the communicate approaches in the teaching and learning settings between the regular teachers and hearing impaired pupils. Data collected was through interview method. The findings of the study show that all the teachers who participated in the study lacked the proper methods of communicating when teaching in class. Also the findings indicated that the teachers lacked in-service training, though the results showed positive towards inclusion of children in regular classrooms, among the main reasons given by the teachers was lack of knowledge and skills on how to communicate when teaching children with hearing impairments. They lack teaching aids like appropriate texts books which have both written illustrations in sign language, support pictures when teaching, maps or diagrams etc. which would make their teaching to be line with the hearing children. Lack of motivation teachers are lowly paid compared to their counterparts who have special education training. Based on the findings recommendations were made that is regular teachers should be trained and empowered in sign language and oral language skills, there is need for development of sign language syllabus and it should be taught as a school subject to all the children in the school. This is to enrich and promote dialogue, communication and make inclusion practical for children with hearing impairment