EXPERIENCES OF TEACHERS IN TEACHING LEARNERS WITH DEAFBLINDNESS AT BAULENI SPECIAL SCHOOL IN LUSAKA, ZAMBIA

Auteurs

  • Kalisto Kalimaposo Department of Educational Psychology, Sociology and Special Education, University of Zambia, Zambia
  • Kenneth Kapalu Muzatai Department of Educational Psychology, Sociology and Special Education, University of Zambia, Zambia
  • Bester Brango Zulu Research Student Scholar, University of Zambia Zambia

DOI:

https://doi.org/10.46827/ejse.v10i8.5706

Trefwoorden:

Bauleni, deafblindness, special needs school, specialist teacher

Samenvatting

The study explored the experiences of teachers in teaching and managing learners with deafblindness (DB) at Bauleni Special Needs School in Lusaka, Zambia. The study objectives were to: explore how deafblind education is being offered at Bauleni Special Needs School in Lusaka, establish challenges faced by teachers in teaching DB at Bauleni Special Needs School in Lusaka and explore the coping mechanism that teachers employ in managing experiences of teaching DB at Bauleni Special school. Interpretive paradigm and explanatory qualitative case study were employed to address the experiences of educators of learners with DB’s questions of the study. The sample size comprised of 10 teachers, and homogeneous sampling was used to select them and was determined by the completeness of the data and the achievement of theoretical saturation. The interview guide was used to collect data teachers for learners of DB, and documentary analysis, which involves a critical look at the documents viewed as suitable for the study, was done, and data were triangulated and analysed thematically. The study revealed the use of intervenors, use of toys or objects, touch cues in tactile sign language, family involvement and through orientation and mobility as ways in which deafblind education is being offered. To sum up, in teaching learners with DB, there is a need for specialized training, adaptive strategies, and institutional support to effectively meet the unique educational and communication needs of these learners. Based on these findings, the study recommends capacity-building programmes on DB for teachers to have a more comprehensive understanding of DB to enhance communication and interpersonal interaction between teachers and learners with DB.

 

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Biografieën auteurs

  • Kalisto Kalimaposo, {$affiliation)

    Dr. Kalisto Kalimaposo is currently senior lecturer in the University of Zambia, School of Education, Department of Educational Psychology, Sociology and Special Education. He holds a PhD in Sociology of Education, Master’s Degree in Sociology of Education and a Bachelor’s degree in Sociology and Library, Information Studies. His research interests include equity studies in education, curriculum innovation, teacher education, transformative learning, comparative and development education, early childhood education, primary education and entrepreneurial education.

  • Kenneth Kapalu Muzatai, {$affiliation)

    Dr. Kenneth Kapalu Muzata is a lecturer in the Department of Educational Psychology, Sociology and Special Education (EPSSE) at the University of Zambia. He holds a PhD in Education from the University of South Africa (UNISA) and a Masters of Education in Special Education from the University of Zambia (UNZA). Dr. Muzata further holds a Bachelors of Arts with Education Degree (UNZA), a Postgraduate Diploma in Curriculum Design and Development from Open University of Tanzania, a Certificate in Environmental Education (WWF in conjunction with Rhodes University), and a Certificate in Distance Education (UNISA) and a non-degree credit transcript in Qualitative Research Methods, Master’s Thesis and Nordic Education (OULU University-Finland). He has 18 years of teaching experience at various levels of education most of which has been at teacher training colleges and Universities. He has authored and presented a number of research papers in special education, language of instruction, distance education and teaching practice.

  • Bester Brango Zulu, {$affiliation)

    Bester Brango Zulu is a Specialist Teacher, Researcher in Special/Inclusive Education. Currently is a specialist teacher for learners with hearing impairment at Chilenje B Primary Unit. He holds a Master of Education Degree in Special Education, Bachelor of Education in Special Education from the University of Zambia. In addition, she has a diploma in Special Education. His research interests include special epical education, management and administration, and education for learners with hearing impairment and edibleness.

Referenties

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Gepubliceerd

2024-12-20

Nummer

Vol 10 Nr 8 (2024)

Sectie

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