COUNSELLING HIV AND AIDS LEARNERS WITH HEARING IMPAIRMENT: GAPS IN PRACTICE IN LUSAKA'S SECONDARY SCHOOLS, ZAMBIA

Authors

  • Rose Chikopela University of Zambia, School of Education P.O. Box 32379, Lusaka. Zambia
  • Joseph Mwape Mandyata University of Zambia, School of Education P.O. Box 32379, Lusaka. Zambia
  • Daniel Ndhlovu University of Zambia, Institute of Distance Education P.O. Box 32379, Lusaka. Zambia
  • Daniel Lupiya Mpolomoka Zambian Open University, P.O. Box 31925, Lusaka. Zambia

DOI:

https://doi.org/10.46827/ejse.v0i0.2312

Keywords:

HIV/AIDS, hearing impairment, guidance and counselling, special education

Abstract

This paper discusses the challenges of providing HIV/AIDS counselling to pupils with hearing impairment by guidance and counselling teachers who are not familiar with sign language. The knowledge gaps were; how do guidance teachers who do not know sign language provide HIV/AIDS counseling to pupils who only benefit from the use of sign language? Do the pupils with hearing impairment really get what they communicate to them orally? These questions motivated this study. Since it was a qualitative study, a case study design became appropriate. 25 pupils and 5 teachers formed the study sample. Interviews were used to collect data, which was analysed using thematically. The researchers observed that the guidance teachers did not have any training in sign language meanwhile some schools had over ten pupils with hearing impairment who like other hearing pupils needed to receive HIV/AIDS counseling. Results revealed that pupils did not get what the guidance teachers were communicating to them orally. Similarly, the five guidance and counselling teachers revealed that they had challenges in providing HIV/AIDS counseling services to pupils with hearing impairment because they did not know sign language. Pupils with hearing impairment desired to be counselled in HIV and AIDS and other psychosocial related issues but there was no one to counsel them. Interestingly, deaf pupils were not involved in sex education and HIV/AIDS prevention campaigns in schools, instead they helped themselves through discussion and reading some brochures. This clearly was a handicap to the pupils. As a result, they lamented that District Education Board Secretary (DEBS) should send guidance and counselling teachers trained in sign language to schools where there were pupils with hearing impairment. The study recommends that guidance and counseling teachers in schools should be trained in sign language.

 

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Author Biographies

  • Rose Chikopela, University of Zambia, School of Education P.O. Box 32379, Lusaka. Zambia

    Dr. Rose Chikopela is a part-time lecturer in the Department of Educational Psychology, Sociology and Special Education at the University of Zambia. She holds a doctoral degree in Special Education, Masters Degree in Special Education and Bachelor’s Degree in Special Education from the University of Zambia. Rose has vast experience in teaching and lecturing at all the levels of education. She has done numerous research activities and publications in local and international refereed journals. Rose has also participated in various national and international education conferences.

  • Joseph Mwape Mandyata, University of Zambia, School of Education P.O. Box 32379, Lusaka. Zambia

    Dr. Joseph Mwape Mandyata is currently a university lecturer and researcher in special and Inclusive Education in the School of Education, Department of Educational Psychology, Sociology and Special Education at the University of Zambia. He has served in various academic and education positions such as: external and internal examiner of students at postgraduate level, Assistant Dean in the School of Education; Senior Inspector of Schools (special education); a senior Education Standards of Officer (special Education); District Inspector of schools, Head Teacher of special education school, special education teacher and as a Secondary School teacher in the Zambian Ministry of Education. He has researched and published several articles in the field of special and inclusive education in local and international journals. He holds a Doctor of Philosophy Degree in Special Education, Master of Education in Special Education and a Bachelor of Arts with Education Degree of the University of Zambia. He lectures in Special Education and guidance and counselling courses at both postgraduate and undergraduate degree programmes. His research interests are: Policies in Special / Inclusive Education; Partnerships in Special / Inclusive Education; Guidance and Counseling, Disability, Education and Poverty for persons with disabilities.

  • Daniel Ndhlovu, University of Zambia, Institute of Distance Education P.O. Box 32379, Lusaka. Zambia

    Dr. Daniel Ndhlovu is a Senior lecturer in the Department of Educational Psychology, Sociology and Special Education at the University of Zambia. He holds a doctoral degree in Special Education, Masters Degree in Education and Bachelor’s Degree in Special Education from the University of Zambia. In addition to lecturing, he has held senior administrative positions at the University of Zambia which includes Assistant Dean Postgraduate in the School of Education and Assistant Director Postgraduate in the Institute of Distance Education. Daniel has 31 years teaching and lecturing experience at secondary school, tertiary and university levels of education. He has undertaken numerous research activities and publications in local and international refereed journals.

  • Daniel Lupiya Mpolomoka, Zambian Open University, P.O. Box 31925, Lusaka. Zambia

    Dr. Daniel L. Mpolomoka is the Head of Department, Adult Education in the school of education at the Zambian Open University (ZAOU), specializing in literacy, special and adult education. He holds a PhD in literacy and development. Before taking up lectureship, Daniel taught English Language and Literature in English; and served as School Guidance and Counselling Officer. Daniel served as course coordinator of the Zambian Open University (ZAOU) Transformative Engagement Network (TEN) Project supported by the Programme of Strategic Cooperation between Irish Aid and Higher Education Research Institute. He spearheaded the integration of HIV & AIDS in ZAOU curriculum, an initiative funded by the Association of African Universities. He is a fellow of the International Scholar Exchange Program championed by the African Council on Open & Distance Education (ACDE).

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Published

2019-03-07

Issue

Vol 4, No 1 (2019)

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