Title: Exploring determinants of pedagogy strategies and learners with hearing impairments in inclusive education: Lessons, opportunities, and challenges in central sub-region of Uganda
Authors: Mark Kiiza, Peter Mwesigwa
Volume: 9
Issue: 6
Pages: 154-161
Publication Date: 2025/06/28
Abstract:
The silent demands of pedagogy of learner with hearing impairments in inclusive education of Uganda. The study set out explore the pedagogical strategies employed by professional in teaching learners with hearing impairments in Central Sub-Region of Uganda. It also examined the lessons learnt the applied strategies, opportunities and challenges for inclusive education. The study was carried out in central sub-region of Uganda because it where there many cases of study variables. The employed a descriptive mixed methodology that enabled capturing of both sets of qualitative and quantitative data. It also adopted a case research design to easy a comprehensive analysis and deeper understanding of study variables under investigation.. A sample of 270 research participants were engaged, these were scientifically selected using purposive, stratified and simple random sampling. The research participants comprised of pupils', teachers, and administrators. The study used surveys, interviews, and focused group discussion in data collection. The developed instrument of data collection were tested and pretested before use, for validity and reliability. The collected quantitative and qualitative data was scientifically analysed using SmartPLS and thematic content data analysis. Findings of the study revealed that 78% of teachers' pedagogical strategies had a significant influence on learners with hearing impairment observed enhanced comprehension in hearing-impaired pupils , while 64% of pupils reported increased engagement. However, challenges including limited resources (68%) and insufficient teacher training (55%) were identified. This paper concludes teaching strategies, learning aids and teacher competence had significant bearing on learners' acquisition of taught concepts. The study recommends for proactive pedagogy policy reforms, use of appropriate learning aids, increased funding, and community engagement to improve inclusive education in central sub-region of Uganda.