Barriers to Total Communication Method Encountered by Teachers of Pupils with Hearing Impairment

This study investigated Barriers to Total Communication Method (TCM) Encountered by Teachers of Pupils with Hearing Impairments (PwHIs) in Special Primary Schools in Tanzania. The study was led by particular goals: Resourceful barriers hinder teachers’ implementation of TCM in teaching for PwHIs in special primary schools and assessing instructional barriers that hinder teachers’ implementation of TCM in teaching for PwHIs in special primary schools. The study was founded on Maslow’s Hierarchy of Needs theory by Abraham Maslow during his lifetime in ۱۹۰۸ to ۱۹۷۰. A phenomenology design was used in the study. The population consisted of teachers and pupils with PwHIs in special primary schools. The researchers collected data using observation and interview guides. Thematic analysis revealed shortages of listening and hearing aids, inadequacy of sign language interpreters, and Environmental noise in the special classrooms as resourceful barriers limiting effective Total communication. The study further uncovered inadequate skills on TCM among teachers, Time constraints for implementing TCM in special classrooms as instructional barriers. Based on these findings, the study recommends some key strategies to overcome the challenges they faced including professional development (both fresh and in-service teachers ) to incorporate a special course on total communication method, that addresses diverse communicative needs of PwHIs in special primary schools. The study further recommends on the availability of alerting assistive devices, teaching and learning materials, and collaboration among teachers in special schools to minimise or overcome barriers during implementing the method.

کلیدواژه ها:

Disability ، hard of hearing ، Challenges ، Special Needs ، Learners