Social and Academic Problems Facing Students with Hearing Impairment in Inclusive and Non-Inclusive in Secondary Schools in Tanzania

The researcher out set to investigate the social and academic problems facing the students with hearing impairment. Specifically, the study sought: to examine communication system in the classroom in inclusive and non-inclusive setting, to differentiate in enrichment for the deaf in learning situation, and to examine their examination performance. Information was collected from sample of 70 respondents from three different regions. Researcher used four method of data collection which is questionnaires, interviews, observation and documentary reviews. Basically this research found that, the method used by teachers during teaching and learning process teachers tend to use non-participatory method in inclusive schools due to lack of communication for students with hearing impairment that cause students to be not active in learning process. The research found that communication affects academic performance in both inclusive and non-inclusive schools due to incompetent teachers in sign language. The research found that numbers of specialist teachers not enough, and 74 percent indicate that the most problems that facing students with hearing impairment both schools are poor working condition, infrastructure, availability of textbooks, learning materials, and overcrowded classes; all seemed to affect the teacher’s efficiency in teaching. Research found that poor communication and cooperation between them caused poor performance in inclusive and non-inclusive schools. The researcher found that about 70 percent of respondents indicated that CHAVITA sign language should be supported and assist one uniform medium of instructions to students with hearing impairment. The Concept of Hearing Impairmen