EXPLORING BARRIERS TO TEACHING SCIENCE TO HEARING IMPAIRED LEARNERS IN LESOTHO SECONDARY SCHOOL

Abstract

Globally, there is a strong advocacy for including all learners in the education system, irrespective of their disabilities. This initiative, known as Education for All (EFA), is articulated in policy documents across different countries. Lesotho has actively embraced this international protocol by welcoming learners with diverse needs into its educational fold. This inclusivity extends to hearing-impaired learners (HIL), who now have the opportunity to study all subjects, including Science. Science is considered pivotal in cultivating critical skills essential for addressing societal and economic challenges, making it a mandatory subject at the secondary level in most countries among which is Lesotho. However, teaching Science to HIL presents unique challenges. Notably, HILs often face language deficiencies, and Science, being an abstract subject, relies on verbal communication for effective learning. This linguistic barrier contributes to suboptimal performance not only among HIL but also among learners without disabilities in various schools. To explore teachers' views on the barriers they experience when teaching science to hearing-impaired learners in Lesotho secondary schools. Semi-structured interviews were conducted with four Science teachers. The collected data underwent content analysis, employing both the opportunities to learn and a capabilities framework to understand teachers' difficulties encountered. The study revealed that language is a primary obstacle to the effective teaching of Science to HIL. In response, teachers employ diverse teaching approaches to facilitate learning for HIL, although these strategies often prove time-consuming. In light of these findings, the study recommends comprehensive in-service training for teachers to enhance their preparation for teaching HIL effectively. Additionally, teachers should be equipped with the skills to integrate Information and Communication Technology (ICT) into their teaching methods, allowing HIL to learn at their own pace. Furthermore, encouraging regular teachers to learn sign language can aid in detecting and addressing misconceptions among HIL. It also appeared that sign language interpreters should receive training in science subjects. In conclusion, addressing the language barrier is crucial for creating an accommodative learning environment for HIL in Science.