Main Article Content
The purpose of this study was to investigate inclusive instructional practices and learning of students with hearing impairment in post secondary schools. The study employed a descriptive survey research design. Questionnaire was administered to 250 participants purposively selected in post secondary schools. 100 questionnaires for the teachers and 150 for the hearing impaired students were used in collecting the data. Descriptive statistics entailed frequency count, percentages, mean and standard deviation were used in analyzing the data generated for the 4 research questions. The results affirmed the virtues of inclusive education and also noted that significant number of the sampled teachers did not possess teaching credentials and do not have special education training. Hence, they lacked basic skills in teaching students with special needs, especially the hearing impairment, plagued with communication problems. Further, the pertinent role of interpreters was reiterated. However the hearing impairment students were comfortable with peers and lecturers. The study recommended that teachers should be given opportunities to attend courses or workshops on inclusive education. Teacher training institute and colleges should also include concept of inclusion as part of their curriculum.
African Journal of Cross-Cultural Psychology and Sport Facilitation Vol. 10 2008: pp. 158-169