Abstract:
This study focused on the challenges teachers face in implementing curriculum in
ordinary primary schools providing inclusive education to hearing impaired learners
in Marakwet. The study was guided by the following objectives: to find out teachers'
instructional preparation for handling the hearing impaired learners in regular
classrooms, find out teachers' attitudes towards teaching hearing impaired in inclusive
classrooms, investigate the instructional methods used by teachers in inclusive
classrooms, establish the curriculum evaluation procedures used by teachers as per the
government policy on inclusive education and find out other challenges experienced
by teachers during curriculum implementation in ordinary classrooms with HI
learners. The findings of this study will add knowledge and inspire the local
community to provide resources that support learning of the hearing impaired and
teacher instructional efforts, guide policy makers and generally inform society on
inclusive education matters especially for the hearing impaired This study was
informed by the theory of social cultural activity and inclusion by Lev Vygotsky
(1993) that implied that social interaction was useful in cognitive development as well
as developing independence, learning independently and solving problems following
adult and teacher guidance. The study was conducted in Marakwet districts of Elgeyo
Marakwet County. The study employed descriptive survey design where data from
hundred (100) teachers from ten (10) schools offering inclusive education in the
ordinary schools was collected. Data from ten (10) head teachers of the selected
schools were also collected. The study also collected data from two (2) Educational
Assessment and Resource Centre personnel and one (1) Quality Assurance and
Standards Officer in Marakwet districts. The study used Questionnaires, interview
schedules and observation checklist as instruments for collecting data. Data collected
was analyzed using Statistical Package for Social Sciences (SPSS) and descriptive
analysis and presented using graphs, pie charts and tables. The study found out that
most teachers in these schools were not trained on use of sign language and Special
Need Education; teachers were ill prepared to handle inclusive classrooms with HI
learners; hearing impairment was an obstacle to learning; teachers used ineffective
methods of teaching; the regular curriculum was too rigid to respond to hearing
impaired learners needs; there were no sign language interpreters in most ordinary
schools and that learning in ordinary schools was teacher centered. The study
recommends the following: teachers to be provided with the relevant training on
Special Needs Education to cope up with the increasing number of HI learners joining
ordinary schools; reviewing of the Curriculum and Syllabus of the ordinary schools to
accommodate the HI learners and providing instructional materials to schools offering
inclusive education.