Title: Challenges Facing Deaf Learners in Accessing Quality Education in Public Primary Schools in Kyela District
Authors: Tumaini Harry Mwasanjala
Volume: 10
Issue: 6
Pages: 237-252
Publication Date: 2026/06/28
Abstract:
This study examined the challenges facing deaf learners in accessing quality education in public primary schools in Kyela District, Tanzania. It was guided by three objectives: to explore communication barriers in learning, assess school-related factors affecting access to quality education, and examine strategies used to support deaf learners in schools. A qualitative research design was adopted to capture in-depth experiences. Data were collected through semi-structured interviews and focus group discussions involving 30 respondents, including deaf learners, teachers, head teachers, and ward education officers. Thematic analysis was used to interpret the data and generate findings aligned with the study objectives. The findings revealed persistent communication barriers, especially limited teachers' proficiency in Tanzanian Sign Language and shortage of sign language interpreters, which significantly reduced classroom interaction and understanding. School-related factors such as shortage of trained special education teachers, inadequate teaching and learning materials, and non-inclusive classroom environments further limited learners' participation and learning outcomes. Although strategies such as inclusive teaching methods, sign language support services, and school administrative policies existed, their implementation was inconsistent and weakly coordinated across schools. The study implies that improving teacher training, strengthening interpreter services, and providing accessible learning materials are essential for promoting inclusive education. Socially, addressing these challenges would enhance equality, participation, and inclusion of deaf learners in education. The study was limited to one district and focused on public primary schools, which may affect generalizability. Its originality lies in integrating perspectives from learners, teachers, head teachers, and education officers to provide a holistic understanding of inclusive education challenges in a localized Tanzanian context.