CHAPTER ONE
1.0 INTRODUCTION
The philosophy of inclusion involves the movement of people with disabilities from institutions to community living, from special schools and from resource rooms or special classes to ordinary classes (Hallahan and Kauffman, 1994). For children with special needs, inclusion denotes full time attendance in an ordinary school with the necessary support and special services that the child may require. For children with hearing impairment in particular, inclusion would mean that they be educated within the same system as their hearing peers. Much of the philosophical rationale for inclusion comes from the principles of normalisation. Normalisation dictates that both the means and the ends of education for people with disabilities should be as normal as possible (Hallahan and Kauffman, 1994).
Placement of the child in an ordinary classroom is synonymous with full inclusion. This means that the child will be a bona fide member of the regular school system and have all his/her education in an ordinary classroom (Moores, 1996). As Maxon and Brackett (1992) observe, it is mainly the child with mild hearing impairment or those who are hard of hearing who would benefit from placement in an ordinary classroom. This is subject to the following conditions as outlined by Taylor et al. (1994) who advocate:
· Suitable amplification
· Favourable seating and lighting, which allow adequate distance from the speaker and good vision.
· The student may need attention to vocabulary and speech development as well as auditory training. Support services of a specialist teacher and speech and language pathologies may be required.
· A specialist teacher of children with hearing impairment may need to provide in-service training for the class teacher to discuss the impact of hearing loss on language development and learning as well as alerting the teacher to signs of a progressive hearing loss.
· The student’s self esteem may need attention; it is not unlikely that frustration and feelings of inadequacy may become evident.
According to Chimedza and Peters (2001), inclusion was effectively realised after the Salamanca World Conference (1994). Both perceived inclusion as a holistic approach to the development of people with disabilities and a means to take care of the individual and societal needs. The Open Files UNESCO (2003) on inclusive education also looks at all learners and their individual differences and difficulties. Thus, inclusive education involves all children learning together in the same physical environment. This background seems to indicate that inclusion of children with hearing impairment in ordinary schools is a right and not a privilege for children with this disability. The present paper sought to investigate the impact of involving children with hearing impairment in ordinary classrooms in Zimbabwean primary schools.
1.1. Statement of the Problem
The study sought to investigate the impact of the inclusion of children with hearing impairment into regular schools.
1.2. Purpose of the Study
The study sought to scientifically explore the challenges experienced by children with hearing impairment in regular schools. It is envisaged that the study would enable the parents and teachers alike to appreciate inclusion of children with hearing impairment into regular classrooms. The study also hopes to provide policy-makers and curriculum innovators with data useful in the implementation of inclusion.
1.3 RESEARCH QUESTIONS
This study is anchored on the ensuing research questions.
1. Does the curriculum in ordinary schools meet the needs of hearing-impaired children?
2. Are regular teachers trained to handle the hearing-impaired children?
3. Do schools have adequate material resources to meet the needs of children with hearing impairment in regular classrooms?
4. What are regular teachers’ and peers’ attitudes towards teaching children with hearing impairment?
1.4 Significance of the Study
The importance of this study stemmed from the fact that it attempted to identify and establish the actual experiences of children with hearing impairment as they learn within an inclusive environment. It is hoped that the study will contribute in the improved teaching and learning of both the hearing impaired and normal children in a non-discriminatory environment. Inclusive education supports the principle that every child has a fundamental right to education and should be given the opportunity to achieve and maintain an acceptable level of learning and that education systems should accommodate the diverse needs of learners. It was also hoped that the findings would help heads of schools, educational planners, policy makers and educational administrators realise the impact of existing conditions in ordinary classrooms regarding the hearing impaired children so as to devise programmes that will enhance the promotion of quality learning of children with hearing impairment in inclusive situation.
1.5 Limitations of the Study
This study is limited to the inclusion of children with hearing impairment in ordinary or regular schools. This study is also limited to a detailed account of what actually goes on the classrooms and thus no more than a snap shot of practice in specific settings. Clearly, the findings cannot be generalized but they alert one to both the possibilities of including children with hearing impairment in regular schools and difficulties encountered in a small sample of Zimbabwean primary schools.
1.6 Delimitation of the Study
The researchers delimited the investigation to establishing challenges faced by and limitations faced by children with hearing impairment in regular schools. Challenges faced by children with other disabilities are outside the purview of this study.