Teaching strategies in basic mathematical operations for hearing impaired learners at the University Practice Inclusive School -South Campus, Winneba Ghana

Abstract

The study investigates the teaching and learning strategies used in teaching Basic Mathematical Operations to learners who are hearing impaired in the University Practice South Inclusive School, Winneba. This study is a qualitative case study in which a total of 12 respondents were accessed during the study. This comprised five (5) teachers and seven (7) pupils from the upper primary level who were sampled using non-probability census sampling technique. Semi-structured interview guide and work sample analysis of pupils were used to collect data for the study. Data collected was analyzed thematically from the responses of respondents to the two research questions that guided the study. The study revealed that individual, home, school and teacher factors such as inadequate instructional aids and the use of sign language greatly influenced the teaching and learning outcomes of Basic Mathematical Operations to hearing impaired learners. From a summary of findings gathered from the study, it is recommended that school management boards educate parents during Parents Teachers Association meetings on the need to provide adequate support to their wards who fall under the challenge category of hearing impairment to enable them concentrate during instructional periods. Furthermore, the Special Education Unit and the Head-teacher of the school should ensure that teachers vary their pedagogy of teaching Basic Mathematical Operations by employing methods such as heuristic method, group work, repetition method and the use of games. This would improve the understanding of pupils who are hearing impaired in class and enhance the overall teaching and learning outcomes.