The Problems of Implementing Inclusive Education for Pupils with Hearing Impairment in Fako Division Southwest Region of Cameroon

Abstract

This study examined The Problems of Implementing Inclusive Education for Pupils with Hearing Impairment in Fako Division South West Region of Cameroon. Three research objectives were used to guide this study which were; to find out the problems faced in the use of Assistive technology needed for the implementation of inclusive education for pupils with hearing impairment, to find out the problems faced in the area of teachers training needed for the implementation of inclusive education for pupils with hearing impairment and to examine the problem faced in the area of inclusive assessment. The study adopted the descriptive survey research design. The population of the study consisted of all students with hearing impairment in three all-inclusive primary schools in the Buea Municipality. A sample of 32 pupils was precisely gotten from class 3 to 6 of the selected schools. The instruments used for data collection were questionnaire and observation guide. The study uses the thematic analysis method to analyze the results of the data collected. The findings revealed that there was a significant relationship between the usage of assistive technology and the inclusive education setting and tutoring of pupils with hearing difficulties (r = 0.282, p = 0.028). Furthermore, the results showed that the students did not face major challenges when taught by tutors using subtitles (z = - 9.033> /1.96/). Lastly, from the observation checklist, the main difficulties faced by some of the pupils were that, they could not attempt to repeat familiar words and that they could not turn to or move towards sound sources.