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The purpose of this study was to explore the stakeholders’ perceptions on educational resources for pupils with hearing impairments in unit primary schools in Manyara region in Tanzania. The study specifically examined the stakeholders’ perceptions on the availability of educational resources in unit primary schools for pupils with hearing impairment, explored stakeholders’ perceptions on utilisation of educational resources for pupils with HI in unit primary schools, and investigated the support unit primary schools get from benefactors in improving availability and
utilisation of educational resources for pupils with hearing impairment. This study was guided by Conservation Theory. The study approach was qualitative using case study design. Data were collected from two primary schools in Manyara region, through documentary review, observation, interview and focus group discussions. Thematic analysis was used in analysing the data. The findings indicated that schools were being faced with scarcity of educational resources such as resource rooms, audiometer machines, special classes installed with audio - recording systems, as well as shortage of teaching and supporting staff. Moreover, the study found that the
available resource room was not used, while sign language dictionaries, textbooks and charts were well utilised and teachers had multiple roles to perform other than teaching. The findings also revealed that the main schools’ benefactors were Lutheran Missionaries, Rotary Tanzania Club, Teachers Trade Union, Commercial and Rural Development Bank, National Microfinance Bank and Swedish International Development Agency and Sense International. The mentioned benefactors were part and parcel in providing teaching and learning hearing materials more than professional development for teachers. Based on the findings, the study recommends that, school administration should take initiatives to raise and acquire funds from stakeholders to prepare and buy educational resources for pupils with hearing impairments. Besides, the government should employ specialists for pupils with hearing impairments as note-takers, audiologists, and speech and language therapists so as help teachers to focus on academic activities. Therefore, educational benefactors as the part and parcel in provision of hearing educational resources also should provide technical support of trained Sign language special needs teachers to maintain and fit electronics hearing facilities to pupils with hearing impairments in unit primary schools |
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