Assessing Lecturers’ Teaching Strategies for Learners with Hearing Impairment in Tanzanian Higher Learning Institutions

Abstract

This study assessed the teaching strategies employed by lecturers to support learners with hearing impairments (LwHI) in higher learning institutions in Tanzania, addressing a critical gap in inclusive education practices. The research underscores the importance of adapting pedagogical approaches to promote equitable learning opportunities for all students. The study was guided by two objectives: (i) to examine the current teaching strategies utilized by lecturers in inclusive classrooms, and (ii) to explore the perceptions of LwHI regarding the effectiveness of these strategies. Employing a qualitative research approach within a single case study design, data were collected through semi-structured interviews with a purposive sample of 10 lecturers and 10 students with hearing impairments. The findings revealed that lecturers implemented a range of instructional strategies, including video captioning, transcription, sign language interpretation, visual aids, and the use of multimedia resources. Additionally, assistive technologies such as listening devices were employed alongside collaborative learning techniques. Despite these efforts, both lecturers and learners reported several challenges, including limited proficiency in assistive technology use, overcrowded classrooms, time constraints, and communication barriers due to unreliable interpretation services. The study recommends enhanced classroom modifications, targeted training for lecturers in sign language, and the increased application of interactive teaching methods. Furthermore, it calls on curriculum developers to integrate the specific needs of learners with hearing impairments into educational planning and instructional delivery.