Using Participatory Visual Methodology as a Pedagogical Tool to Teach Sexuality Education to Learners with Hearing Impairment in Primary Schools in Kenya

Abstract

This paper explores how teachers could use Participatory Visual Methodology (PVM) as a pedagogical strategy in Sexuality Education (SE) for Learners with Hearing Impairments (LWHI) in primary schools. SE for LWHI should be delivered differently from the regular peers without disabilities due to impairments needs and challenges. LWHI experience communication barriers that limit their access to information from parents and the community. They have difficulties in understanding abstract and complex concepts such as those of sexuality. Hence, they may have limited sexual education. Technology also provides readily available sexual information that may entice them to imitate inappropriate sexual behaviour and engage in risky sexual activities. This, coupled with sexuality being a sensitive and complex subject shrouded in varied teacher beliefs, perspectives and attitudes stemming from their cultural backgrounds teachers may find it difficult to convey sexuality content appropriately. Therefore, teachers experience difficulties in sexuality content delivery and learner engagement. Consequently, LWHI are left without adequate sexuality education to handle their sexuality challenges. Hence are exposed to misinformation sexual abuse, coercion and molestation. This necessitates that teachers use suitable, specific strategies to teach them to acquire knowledge and skills to make informed decisions to reduce risky behaviours and safeguard their lives. Guided by Transformative Learning Theory steps during the introduction of the PVM strategy, the study employed a qualitative approach within a critical paradigm and PVM design. Data were generated through photo elicitation, focus group discussions, and narrative-photo voice from 12 purposively selected teachers in two primary schools for LWHI in the North Rift region of Kenya. Teachers used PVM tools—photography and collage—to teach and engage learners in 16 lessons over 8 weeks of learning. Thematic analysis revealed that PVM improved classroom interaction by creating a safe space for discussing sexuality, enhanced learner participation in lessons, complemented Kenya Sign Language used to communicate with LWHI, supported understanding of sexuality concepts, prompted learners to disclose hidden sexuality experiences, and served as a tool to transform sexual misbehaviour. The study recommends Kenya Institute of Curriculum Development (KICD) develop visually engaging sexuality education materials with simple clear explanations in Kenya Sign Language to facilitate understanding of SE by LWHI and to integrate PVM as a pedagogy in teaching sexuality education to LWHI.